Annexure-CXXXII

Item No. 4-1-13

EC dated 18.08.2022

UNIVERSITY OF DELHI

Environmental Science: Theory into Practice at Undergraduate Level

Ability Enhancement Course (AEC-1)

(SEMESTER-I)

based on

Undergraduate Curriculum Framework 2022 (UGCF)

(Effective from Academic Year 2022-23)

List of AEC-1 Courses (Choose one from a pool)

S.No. Course Title Nature of Total Components Annexures

Course Credits (Contents of the Course
L T p
and Reference is in)
1. Environmental AEC-1 2 1 0 1 Annexure-/
Science : Theory into
Practice (I & II)
 ANNEXURE-I
Ab1lity Enhancement Compulsory Course 4

Ability Enhancement Course on

Environmental Science: Theory into Practice (I & II)
at UG level (AEC I) Course Learning Outcomes
6.0 The course will emp ower the undergraduate students by helping them to:
i. Gain in-depth knowledge on natural processes and resources that sustain life and govern
economy.
ii. Understand the consequences of human actions on the web of life, global economy, and
quality of human life.
iii. Develop critical thinking for shaping strategies (scientific, social, economic,
administrative, and legal) for environmental protection, conservation of biodiversity,
environmental equity, and sustainable development.
iv. Acquire values and attitudes towards understanding complex environmental- economic-
social challenges , and active participation in solving current environmental problems and
preventing the future ones.
v. Adopt sustainability as a practice in life, society, and industry.

6.1 Year -1
Ability Enhancement Course on
Environmental Science: Theory into Practice (I) -at UG level (AEC-1)

Unit 1
Introduction to Environmental Studies (2 lectures and 3 practical/ outreach activities)
• Multidisciplinary nature of environmental studies; components of environment:
atmosphere, hydrosphere, lithosphere, and biosphere
• Scope and importance; Concept of sustainability and sustainable development; Brief
history of environmentalism

Suggested Readings
1. Raven , P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg, L.R. (2015) . Environment, 8th
Edition. Wiley Publishing, USA. Chapter 1 (Pages: 1-17); Chapter 2 (Pages: 22-23); Chapter
3 (Pages: 40, 41) ; Chapter 4 (Pages: 64, 66) .
2. Singh, J.S., Singh, S.P., and Gupta, S.R. (2017) . Ecology, Environmental Science and
Conservation. S. Chand Publishing , New Delhi. Chapter 1 (Page: 3-28).

Practical/ExerCises/Experiential activities/Outreach activities

(College may choose as per requirement)
1. Analysis of achievement of Sustainable Development Goals of any country.
2. Gain insights of sustainability framework for an industrial acitivty using activity worksheets
3. Use of environmental activity worksheets to understand interdependence and interactions
between different environmental components.

Unit 2
Ecosystems (6 lectures and 6 practical/ outreach activities)
• Definition and concept of Ecosystem
• Structure of ecosystem (biotic and abiotic components); Functions of Ecosystem:
Physical (energy flow), Biological (food chains, food web, ecological succession), and
Biogeochemical (nutrient cycling) processes. Concepts of productivity, ecological
pyramids and homeostasis

4
 Ability En l1ancement Compulsory Course 5

• Types of Ecosystems: Tundra, Forest, Grassland, Desert, Aquatic (ponds, streams,

lakes, rivers , oceans, estuaries) ; importance and threats with relevant examples from
India
• Ecosystem services (Provisioning , Regulating, Cultural, and Supporting); Ecosystem
preservation and conservation strategies; Basics of Ecosystem restoration
Suggested Readings
1. Odum , E.P., Odum, H.T., and Andrews , J. (1971) . Fundamentals of Ecology. Saunders,
Philadelphia, USA. Chapter 1 (Pages: 1-16); Chapter 2 (Pages: 18-76); Chapter 10 (Pages :
414-458).
2. Raven , P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y., and Berg , L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 3 (Pages: 38-52); C!1apter 4 (Pages: 53-62); Chapter
5 (Pages: 100-1 03); Chapter 6 (Pages: 106-128).
3. Singh , J.S., Singh , S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing , New Delhi. Chapter 13 (Pages: 307-323); Chapter 18
(Pages: 420-442); Chapter 28 (Pages: 747 -769).

Practical/Exercises/Experiential activities/Outreach activities

(College may choose as per requirement)
1. Schematic collection of data for depicting ecological pyramids in the College campus
2. Differentiation of natural and managed ecosystems using Google Earth/Google Map
3. Field visit to terrestrial and aquatic ecosystems (forests, grasslands, wetlands,
biodiversity parks, etc.)
4. Develop a working model of any ecosystem
5. Use of worksheets to identify structure and function of different ecosystems.

Unit 3
Natural Resources (8 lectures and 6 practical/ outreach activities)
• Land resources: Minerals, soil, agricultural crops, natural forest products, medicinal
plants, and forest-based industries and livelihoods; Land cover, land use change , land
degradation, soil erosion , and desertification; Causes of deforestation ; Impacts of
mining and dam building on environment, forests, biodiversity, and tribal communities
• Water resources: Natural and man-made sources; Uses of water; Over exploitation
of surface and ground water resources ; Floods, droughts, and international &inter-
state conflicts over water
• Energy resources: Renewable and non-renewable energy sources; Use of alternate
energy sources; Growing energy needs; Energy contents of coal, petroleum, natural
gas and bio gas; Agro-residues as a biomass energy source
• Case studies: Contemporary Indian issues related to min ing, dams, forests, energy,
etc (e.g ., National Solar Mission, Cauvery river water conflict, Sardar Sarovar dam,
Chipko movement, Appiko movement, Tarun Bharat Sangh , etc)

Suggested Readings
1.Gadgil, M. and Guha, R. (1993). This Fissured Land: An Ecological History of India. University
of California Press, Berkeley, USA. (pp. 1-245).
2. McCully, P. (1996) . Rivers no more: the environmental effects of dams, In : Silenced Rivers: The
Ecology and Politics of Large Dams, Zed Books, New York, USA. Page. 29-64.
3. Raven, P.H, Hassenzahl, D.M ., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapters 10, 11, 12, 13 (Pages : 180-263); Chapter 14 (Pages:
272-275); Chapter 15 (Pages: 286-289).
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation . S. Chand Publishing, New Delhi. Chapter 25 (Pages : 623-663).

5
 Ability Enhancement CompUlsory Course 6

Practical/Exercises/Experiential activities/Outreach activities (College may

choose as per requirement)
1. Visit to a paper recycling unit/rainwater harvesting plant/solar plant/biogas plant in
the College campus ·
2. Develop and understand working model of renewable/non-renewable sources of
energy
3. Mapping of natural resources of a given study area using Google Earth
4. Time-series analysis of natural resource consumption of a given country using
publicly available data
5. Comparison of energy demand and consumption of a particular state over the years
using graphical tools
6. Assessing the consumption pattern of a natural resource in the dominant industry at
local scale and status of natural resource in areas supplying it
Unit 4
Environmental Pollution (8 lectures and 6 practical/ outreach activities)
• Environmental pollution (Air, water, soil, thermal, and noise): causes, effects, and
controls; Primary and secondary air pollutants; Air and water quality standards
• Nuclear hazards and human health risks
• Solid waste management: Control measures for various types of urban, industrial
waste, Hazardous waste, E-waste, etc; Waste segregation and disposal
• Pollution case studies: Ganga Action plan (GAP}, Delhi air pollution and public health
issues, Plastic waste management rules, Bhopal gas tragedy, etc

Suggested Readings
1. Brusseau, M.L. , Pepper, I.L. and Gerba, C.P. (2019). Environmental and Pollution Science , 3rd
Edition. Academic Press, USA. Chapter 16 (Pages: 243-255); Chapter 18 (Pages: 280-305);
Chapter 21 (Pages: 352-358); Chapter 22 (Pages: 365-374) ; Chapter 23 (Pages: 378-388) ;
Chapter 25 (Pages: 416-426) .
2. Carson, R. (2002). Silent Spring. Houghton Mifflin Harcourt, USA. Pp. 1-264.
3. Raven , P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 19 (Pages: 359-381); Chapter 21 (Pages: 401-421) ;
Chapter 23 (Pages : 440-453) .
4. Singh, J.S., Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapters 19, 20, 12 (Pages: 445-535).

Practical/Exercises/Experiential activities/Outreach activities

(College may choose as per requirement)
1. Determine water quality of a given location using rapid pollution monitoring kits
2. Assess air quality index (AQI) of any location using real-time air quality parameters
3. Determine magnitude of solid waste generated in a home/college on a monthly basis
4. Develop and maintain compost/vermicompost using biodegradable waste in the College
5. Identify suitability of given water samples for various purposes using given kits
6. Prepare water audit report of the college/house/locality/colony.
7. Map solid and liquid discharge of the college/colony and develop a management plan
(show it using schematic diagram, and photographs.
8. Repurpose waste for economic and environmental benefits in your college/near by
area/colony (submit a small video).
9. Analyze river-society-economy nexus based on primary or secondary data (use
quantitative data, and show it using photographs on a poster).

6
 Ability Enhancement Compu lsory Course

Year- 2
Ability Enhancement Course on
Environmental Science: Theory into Practice {I) - at UG level {AEC-1)

Unit 5
Global Environmental Issues and Policies (7 lectures 8 practical/ outreach activities)
• Causes of Climate change, Global warming, Ozone layer depletion , and Acid rain ;
Impacts on human communities, biodiversity, global economy, and agriculture

• International agreements and programmes: Earth Summit, UNFCCC, Montreal and

Kyoto protocols, Convention on Biological Diversity (CBD), Ramsar convention, The
Chemical Weapons Convention (CWC), UNEP, CITES, etc.
• Sustainable Development Goals: India's National Action Plan on Climate Change and
its major missions
• Environment legislation in India: Wildlife Protection Act, 1972; Water (Prevention and
Control of Pollution) Act, 1974; Forest (Conservation) Act 1980; Air (Prevention &
Control of Pollution) Act, 1981; Environment Protection Act, 1986; Scheduled Tribes
and other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006

Suggested Readings
1. Divan, S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases, Material &
Statutes, 2nd Edition. Oxford University Press, India. Chapter 2 (Pages: 23-39); Chapter 3
(Pages: 41-86) .
2. Raven , P.H, Hassenzahl, D.M. , Hager, M.C, Gift, N.Y. and Berg, L.R. (2015) . Environment, 9th
Edition. Wiley Publishing, USA. Chapter 19 (Pages: 370-376) ; Chapter 20 (Pages: 385-399).
3. Singh, J.S. , Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation . S. Chand Publishing, New Delhi. Chapter 23 (Pages: 555-598); Chapter 30
(Pages: 801-807) .

Practical/Exercises/Experiential activities/Outreach activities

(College may choose as per requirement)
1. Depict temperature/precipitation trend of a given study area using online data
2. Formulate questionnaire/online surveys for assessment of the impact of climate change on
people
3. Assess Nationally Determined Contributions (NDCs) of developed and developing countries
4. Development and simulation of Model UNFCCC for inoculating negotiation skills at climate
change summits
5. Development and simulation of Moot Court for Mock Trials in Negotiation Green Tribunal
6 . Identify carbon footprint of your college/home/locality (refer wwf@envis.nic.in).
7. Analyze the status of at least 3 sustainable development goals in your neighbourhood and
write a proposal to help achieve them at global standard (identify environmental problems and
its social and economic impact, define objectives , explain methodology, budgetary requirements, and
suggest the expected outcome's) . A PowerPoint presentation to be made based on the project
proposal.

Unit 6
Biodiversity and Conservation (8 lectures and 8 practical/ outreach activities)
• Definition of Biodiversity; Levels of biological diversity: genetic, species and
ecosystem diversity
• India as a mega-biodiversity nation; Biogeographic zones of Ind ia; Biodiversity
hotspots; Endemic and endangered species of India; IUCN Red list criteria and
categories
7
 Ab11ity Enhancement Compulsory Course 8

• Value of biodiversity: Ecological, economic, social, ethical, aesthetic, and

informational values of biodiversity with examples; sacred groves and their
importance with examples
• Threats to biodiversity: Habitat loss, degradation, and fragmentation; Poaching of
wildlife; Man-wildlife conflicts; Biological invasion with emphasis on Indian
biodiversity; Current mass extinction crisis
• Biodiversity conservation strategies: in-situ and ex-situ methods of conservation;
National Parks, Wildlife Sanctuaries, and Biosphere reserves; Keystone, Flagship,
Umbrella, and Indicator species; Species reintroduction and translocation
• Case studies: Contemporary Indian wildlife and biodiversity issues, movements, anq
projects (e.g., Project Tiger, Project Elephant, Vulture breeding program, Project Great
Indian Bustard, Crocodile conservation project, Silent Valley movement, Save Western
Ghats movement, etc)

Suggested Readings
1. Primack, R. B. (2014). Essentials of Conservation Biology, Oxford University Press, USA. Page.
1-536.
2. Raven, P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015). Environment, 9th
Edition. Wiley Publishing, USA. Chapter 5 (Pages: 97-99); Chapter 16 (Pages: 299-318) .
3. Singh, J.S. , Singh, S.P. and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapters 24 (Pages : 599-690); Chapter 26
(Pages: 664-714).

Practical/Exercises/Experiential activities/Outreach activities

(College may choose as per requirement)
1. Acquaintance with open-source databases of biodiversity
2. Determine species location in a given study area .
3. Depict distribution of biodiversity across latitude and altitude
4. Show species distribution across space and time
5. Quantify species loss across different time periods
6. Sampling of plant and animal biodiversity of the College campus
7. Identification of the floral diversity of Delhi and other states.
Documentation of the plants by clicking pictures , finding out the scientific names/ local names through
literature or mobile applications, identification of their conservation status (IUCN red book list), medicinal
properties, water consumption status, and socio-economic-environmental importance. A short report to be
submitted)
8. Exercise to understand the socio-economic-environmental impact of wildlife
conservation.
(Students can choose any global animal species and identify the relevance of the species for the ecosystem/
society/ culture/local economy, historic or present range of the species, emerging threats due to human
activities, identification of documented events of natural disasters/ conflicts/ poaching of the species in the
present range, conservation status (IUCN red book list), identification of protected areas/ programs of the
government! international organisation, and their opinion to further improve the conservations of the species.
A short report to be submitted .

Unit 7
Human Communities and the Environment (61ectures and 7 practical/ outreach activities)
• Human population growth: Impacts on environment, human health, and welfare;
Carbon foot-print
• Resettlement and rehabilitation of developmental project affected persons and
communities; relevant case studies
• Environmental movements: Chipko movement, Appiko movement, Silent valley
8
 Ability Enhancement Compulsory Course 9

movement, Bishnois of Rajasthan, Narmada Bachao Andolan, etc

• Environmental justice: National Green Tribunal and its importance
• Environmental philosophy: Environmental ethics; Role of various religions and
cultural practices in environmental conservation
• Environmental communication and public awareness: case studies (e.g. , CNG
vehicles in Delhi, Swachh Bharat Abhiyan, National Environment Awareness
Campaign (NEAC), National Green Corps (NGC) "Eco-club" programme, etc)

Suggested Readings
1. Divan, S. and Rosencranz, A. (2002) . Environmental Law and Policy in India: Cases, Material
& Statutes, 2nd Edition . Oxford University Press, India. Chapter 10 (Pages: 416-473) .
2. Raven , P.H, Hassenzahl, D.M., Hager, M.C, Gift, N.Y. and Berg, L.R. (2015) . Environment, 9th
Edition. Wiley Publishing, USA. Chapter 2 (Pages: 33-36); Chapter 8 (Pages: 148-162) .
3. Singh, J.S., Singh, S.P. and Gupta, S.R . (2017) . Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. Chapter 1 (Pages: 23-26); Chapter 31 (Pages:
826-842).

Practical/Exercises/Experiential activities/Outreach activities

(College may choose as per requirement)
1. Assessment of carbon foot-print of different countries using online databases and
mathematical tools
2. Visit to marginalized localities and students for environmental education and environmental
awareness
3. Formulation of questionnaire/online surveys for assessment of the impact of environmental
education
4. Visit to any developmental project affected locality for assessing the impacts of economic
development on human lives
5. Correlation analysis of human population growth and impacts on the environment and
human health

6.2 Essential Readings

1. Brusseau, M.L. , Pepper, I.L., and Gerba, C.P. (2019). Environmental and Pollution
Science, 3rd Edition. Academic Press, USA. (pp. 1-520).
2. Divan , S. and Rosencranz, A. (2002). Environmental Law and Policy in India: Cases,
Material & Statutes, 2nd Edition . Oxford University Press, India. (pp. 1-837).
3. Gadgil, M., and Guha, R. (1993). This Fissured Land: An Ecological History of India.
University of California Press, Berkeley, USA. (pp. 1-245).
4. Raven, P.H , Hassenzahl, D.M ., Hager, M.C, Gift, N.Y., and Berg , L.R. (2015).
Environment, 8th Edition. Wiley Publishing, USA. (pp. 1-472).
5. Singh , J.S. , Singh , S.P., and Gupta, S.R. (2017). Ecology, Environmental Science and
Conservation. S. Chand Publishing, New Delhi. (pp.1-842).

6.3 Weekly Lesson Plan (Year 1)

Weeks 1 -2
Multidisciplinary nature of environmental studies; components of environment: atmosphere,
hydrosphere, lithosphere, and biosphere
- Scope and importance; Concept of sustainability and sustainable development; Brief history of
environmentalism

Weeks 3-7
Definition and concept of Ecosystem: Structure of ecosystem (biotic and abiotic components);
9
 Abi l1ly Enhance ment Compu lsory Cou rse 10

Functions of Ecosystem: Physical (energy flow}, Biological (food chains , food web, ecological
succession) , and Biogeochemical (nutrient cycling) processes. Concepts of productivity, ecological
pyramids and homeostasis

Types of Ecosystems: Tundra , Forest, Grassland, Desert, Aquatic (ponds, streams, lakes, rivers ,
oceans, estuaries); importance and threats with relevant examples from India
Ecosystem services (Provisioning, Regulating , Cultural, and Supporting) ; Ecosystem preservation
and conservation strategies; Basics of Ecosystem restoration

Weeks 8-11
Land cover, land use change , land degradation, soil erosion , and desertification; Causes of
deforestation ; Impacts of mining and dam building on environment, forests, biodiversity, and tribal
communities Natural and man-made sources of water; Uses of water; Over exploitation of surface
and ground water resources ; Floods, droughts, and international & inter-state conflicts over water

Renewable and non-renewable energy sources; Use of alternate energy sources; Growing
energy needs; Energy contents of coal, petroleum, natural gas and bio gas; Agro-residues as
a biomass energy source
Case studies : Contemporary Indian issues related to mining , dams, forests , energy, etc (e.g., National
Solar Mission, Cauvery river water conflict, Sardar Sarovar dam, Chipko movement, Appiko movement,
Tarun Bharat Sangh, etc) .

Weeks 12-15
Environmental pollution (Air, water, soil , thermal , and noise): causes, effects, and controls; Primary
and secondary air pollutants; Air and water quality standards
Related case studies

Nuclear hazards and human health risks ; Control measures for various types of urban, industrial
waste, Hazardous waste , E-waste, etc; Waste segregation and disposal
Related case studies

6.4 Weekly Lesson Plan (Year 2)

Weeks 1-4
Definition of Biodiversity; Levels of biological diversity; India as a mega-biodiversity nation;
Biogeographic zones of India; Biodiversity hotspots; Endemic and endangered species of India; IUCN
Red list criteria and categories
Value of biodiversity: Ecological, economic, social, ethical, aesthetic, and informational values of
biodiversity with examples; sacred groves and their importance with examples

Threats to biodiversity: Habitat loss, degradation, and fragmentation ; Poaching of wildlife ; Man-wildlife
conflicts ; Biological invasion with emphasis on Indian biodiversity; Current mass extinction crisis ;
Biodiversity conservation strategies: in-situ and ex-situ methods of conservation; National Parks,
Wildlife Sanctuaries, and Biosphere reserves; Keystone, Flagship, Umbrella, and Indicator species;
Species reintroduction and translocation

Case studies: Contemporary Indian wildlife and biodiversity issues, movements, and projects (e.g. ,.
Project Tiger, Project Elephant, Vulture breeding program , Project Great Indian Bustard, Crocodile
conservation project, Silent Valley movement, Save Western Ghats movement, etc)

Weeks 5-9
Causes of Climate change, Global warming , Ozone layer depletion, and Acid rain; Impacts on human
communities, biodiversity, global economy, and agriculture
International agreements and programmes: Earth Summit, UNFCCC, Montreal and Kyoto protocols,
10
Abrlrt)' Enhancernent Compulsory Course 11

Convention on Biological Diversity(CBD), Ramsar convention, The Chemical Weapons Convention

(CWC), UNEP, CITES, etc

Sustainable Development Goals: India's National Action Plan on Climate Change and its major
missions Wildlife Protection Act, 1972; Water (Prevention and Control of Pollution) Act, 1974; Forest
. (Conservation) Act 1980; Air (Prevention & Control of Pollution) Act, 1981; Environment Protection
Act, 1986; Scheduled Tribes and other Traditional Forest Dwellers (Recognition of Forest Rights) Act,
2006

Weeks 10-15
Human population growth: Impacts on environment, human health, and welfare; Carbon foot-print;
Resettlement and rehabilitation of developmental project affected persons and communities; relevant
case studies; Environmental movements: Chipko movement, Appiko movement, Silent valley
movement, Bishnois of Rajasthan, Narmada Bachao Andolan, etc; Environmental justice: National
Green Tribunal and its importance

Environmental philosophy: Environmental ethics; Role of various religions and cultural practices in
environmental conservation
Environmental communication and public awareness: case studies (e.g., CNG vehicles in Delhi,
Swachh Bharat Abhiyan, National Environment Awareness Campaign (NEAC), National Green Corps
(NGC) "Eco-club" programme, etc)

7.0 Teaching Learning process

The teaching-learning methodologies are designed to provide the undergraduate students a
comprehensive understanding of the subject in a simplistic manner as well as evoke critical
reasoning and analytical thinking among them. The various approaches to teaching-learning
process include classroom lectures, video presentations, and ICT enabled teaching tools. For
enhancing practical understanding, field visits are encouraged to relevant places in Delhi like
Biodiversity parks, Protected areas, Wetlands, Sewage treatment plants, etc.

7.1 Assessment methods

1. Written examinations (Semester exams) [(Year 1: 01 credit (1 hour); Year 2: 01 credit
(1 hour)]
2. Project work and reports related to field visits, outreach activities, case study, project
formulation, assignments, presentations and practical learning (Internal practical
assessment) [(Year 1: 01 credit (2 hour); Year 2: 01 credit (2 hour)]
Year 1 (Sem-1/Sem-11): 01 Credit Theory+ 01 Credit practical exercises, etc.
=Total 02 Credits (03 hours)
Year 2 (Sem-1/Sem-11): 01 Credit Theory+ 01 Credit practical exercises, etc.
=Total 02 Credits (03 hours)

8.0 Keywords
Environment, Ecosystem, Biodiversity, Conservation, Pollution, Natural Resources,
Environmental Degradation, Protection, Sustainable Development, Climate Change,
Environmental Justice, Environmental Ethics, Environmental Communication

11