Learning Outcome based Curriculum Framework

(LOCF) AS Per NEP-2020

[w.e.f. session 2025-26]

For

[Link].-[Link]. Life Science (Integrated Program) Programme

Department of Energy and Environmental Sciences

Chaudhary Devi Lal University, Sirsa-125055
2025

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 MIC (Minor Courses)
Sr. Course Code Course Title Credits Marks
No. L T P Total
1 BSC+MSC/ Introduction to Environmental Science 2 2 50
EES/MD/1/MIC/101
2 BSC+MSC/ Basic of Environmental Pollution 2 2 50
EES/MD/2/MIC/151
3 BSC+MSC/ Biodiversity and Ecology 3 1 4 100
EES/MD/3/MIC/201
4 BSC+MSC/ Climate Change: A Catastrophe 4 4 100
EES/MD/6/MIC/351
MDC (Multidisciplinary courses)
Sr. Course Code Course Title Credits Marks
No. L T P Total
1 BSC+MSC/BCOM/BA/ Introduction to Sustainable Development 3 3 75
EES/MD/1/MDC/101
2 BSC+MSC/BCOM/BA/ Traditional Knowledge for Environmental Protection 3 3 75
EES/MD/2/MDC/151
3 BSC+MSC/BCOM/BA/ Government Initiatives for Environmental protection 3 3 75
EES/MD/3/MDC/201
SEC (Skill enhancement courses)
Sr. Course Code Course Title Credits Marks
No. L T P Total
1 BSC+MSC/ Environmental Footprints – Anthropogenic impact 3 3 75
EES/MD/1/SEC/101
2 BSC+MSC/ Environmental Management System 3 3 75
EES/MD/1/SEC/102
3 BSC+MSC/ Environmental Monitoring of Air and Noise 2 1 3 75
EES/MD/2/SEC/151
4 BSC+MSC/ Green Economy 3 3 75
EES/MD/3/SEC/201
5 BSC+MSC/ Integrated Resource Management 3 3 75
EES/MD/3/SEC/202
VAC (Value Added courses)
Sr. Course Code Course Title Credits Marks
No. L T P Total
1 BSC+MSC/ Constitutional Provisions for Environmental 2 2 50
EES/MD/1/VAC/101 Protection
2 BSC+MSC/ Environmental Threats and Challenges 2 2 50
EES/MD/2/VAC/151
3 BSC+MSC/ Disaster and Management Strategies 2 2 50
EES/MD/4/VAC/251
VOC (Vocational courses)
Sr. Course Code Course Title Marks
No. L T P Total
1 BSC+MSC/ Waste and Its Management Strategies 3 1 4 100
EES/MD/4/VOC/251
2 BSC+MSC/ Integrated Soil Management 2 2 4 100
EES/MD/5/VOC/301
3 BSC+MSC/ Water Resource and its Management 2 2 4 100
EES/MD/6/VOC/351

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 First Semester
Sr. Course Code Course Title Credits Marks
No. L T P Total
1 BSC+MSC/ Introduction to Environmental Science 2 2 50
EES/MD/1/MIC/101
2 BSC+MSC/ Environmental Footprints – Anthropogenic 3 3 75
EES/MD/1/SEC/101 impact
3 BSC+MSC/ Environmental Management System 3 3 75
EES/MD/1/SEC/102
4 BSC+MSC/BCOM/BA/EES/ Introduction to Sustainable Development 3 3 75
MD/1/MDC/101
5 BSC+MSC/ Constitutional Provisions for Environmental 2 2 50
EES/MD/1/VAC/101 Protection
Second Semester
Sr. Course Code Course Title Credits Marks
No. L T P Total
1 BSC+MSC/ Basic of Environmental Pollution 2 2 50
EES/MD/2/MIC/151
2 BSC+MSC/ Environmental Monitoring of Air and Noise 2 1 3 75
EES/MD/2/SEC/151
3 BSC+MSC/BCOM/BA/EES/ Traditional Knowledge for Environmental 3 3 75
MD/2/MDC/151 Protection
Third Semester
Sr. Course Code Course Title Credits Marks
No. L T P Total
1 BSC+MSC/ Biodiversity and Ecology 3 1 4 100
EES/MD/3/MIC/201
2 BSC+MSC/ Green Economy 3 3 75
EES/MD/3/SEC/201
3 BSC+MSC/ Integrated Resource Management 3 3 75
EES/MD/3/SEC/202
4 BSC+MSC/ Green Economy 3 3 75
EES/MD/3/SEC/201
5 BSC+MSC/ BCOM/BA/ Government Initiatives for Environmental 3 3 75
EES/MD/3/MDC/201 protection
Fourth Semester
Sr. Course Code Course Title Credits Marks
No. L T P Total
1 BSC+MSC/ Waste and Its Management Strategies 3 1 4 100
EES/MD/4/VOC/251
2 BSC+MSC/ Disaster and Management Strategies 2 2 50
EES/MD/4/VAC/251

Fifth Semester
Sr. Course Code Course Title Marks
No. L T P Total
2 BSC+MSC/ Integrated Soil Management 2 2 4 100
EES/MD/5/VOC/301

Sixth Semester
Sr. Course Code Course Title Marks
No. L T P Total
1 BSC+MSC/ Climate Change: A Catastrophe 4 4 100
EES/MD/6/MIC/351
2 BSC+MSC/ Water Resource and its Management 2 2 4 100
EES/MD/6/VOC/351

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 FIRST
SEMESTER

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 BSC+MSC/ EES/MD/1/MIC/101
Introduction to Environmental Science
CREDIT: 2
DURATION: 2 HOURS MAXIMUM MARKS: 50
Theory: 50 (External 35 + Internal 15)

Course objective: To introduce the scope, importance, and multidisciplinary aspects of

environmental science with the development of conceptual clarity on ecological structures,
functions, and energy flow to the students and to make them aware about carrier options and
employment opportunities.
Course learning outcome: By the end of this course:
CO1: Students will be able to define and explain key concepts in environmental
science and its interdisciplinary applications. Along with the traditional ecological
knowledge across multiple cultures and belief systems.
CO2: Learners will be able to assess the types of ecosystem services and articulate
their significance for human welfare and sustainable development.
Unit 1
Introduction to environmental science: scope, importance, and multidisciplinary nature;
Traditional knowledge of Human-environment relationships across cultures (Hinduism,
Buddhism, Jainism, Sikhism, Islam, Christianity and Bishnoi)
Unit 2
Basic concepts of ecology and ecosystem organization; Energy flow in ecosystems (food chain,
food web, trophic level); Biogeochemical cycle (carbon, nitrogen, phosphorus, water);
terrestrial and aquatic ecosystems: characteristics and distribution); biomes, Ecosystem
services, types and their importance in human welfare
Suggested Readings:
1. Miller G.T. and Spoolman S.E. (2009) Essentials of Ecology, Cengage.
2. Cunningham, W.P. and Cunningham, M.A. (2002) Environmental Science: Inquiry and
Applications. A Global Concern, Tata McGraw-Hill Publishing.
3. Bharucha, E. (2005). Environmental studies. University Grants Commission & Orient.
4. Botkin, D.B. and Keller E.A. (2004) Environment Science: Earth as a Living Plant.
John Wiley & Sons Inc.
5. Singh, J.S., Singh, S.P. and Gupta, S.R. (2015) Ecology, Environment and Resource
Conservation, Sultan Chand Publishing.
6. Odum, E.P and Barrett, G.W. (2004) Fundamentals of Ecology, Thomson Brooks/Cole
7. Masters, G.M. and Ela W.P. (2013) Introduction to Environmental Engineering and
Science, Pearson.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]

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Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 3 questions in all. The first
question will be compulsory and will consist of 7 short questions of 1 mark each covering the
whole syllabus. In addition, four more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and two more questions selecting one question from each unit.

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 BSC+MSC/ EES/MD/1/SEC/101
Environmental Footprints – Anthropogenic impact
CREDIT: 3
DURATION: 3 HOURS MAXIMUM MARKS: 75
Theory: 75 (External 50 + Internal 25)

Course objective: To empower learners with the analytical tools and conceptual frameworks
needed to assess and mitigate personal, industrial, and systemic environmental footprints
covering carbon, water, ecological, material, waste, and energy dimensions and to make them
aware about carrier options and employment opportunities.
Course learning outcome:
CO1: Learners will be able to calculate and interpret carbon, water, and ecological
footprints, using established methodologies across different sectors and scales.
CO2: Learners will be able to analyze the implications of environmental footprints on
global sustainability challenges including climate change, water scarcity, and resource
depletion.
CO3: Learners will be able to evaluate mitigation strategies and policy mechanisms,
including carbon markets, circular economy principles, footprint offsetting, and
governance frameworks for virtual water and energy transitions.
Unit 1
Natural and manmade sources of carbon emission; Carbon Cycle; Carbon Footprint and its
measurement methodologies; carbon management, carbon neutrality and Reduction Strategies;
Carbon Markets and Offsetting.
Unit 2
Global Water Cycle and Water Resource Distribution; Water Footprint Concepts and
Categories; Blue, Green, and Grey Water Footprints; Water Footprint Assessment
Methodologies; Water Footprints in different systems; Virtual Water Trade and Global Water
Governance.
Unit 3
Ecological Footprint: Concept of Carrying Capacity and Biocapacity; Ecological Footprint
and calculation methods; land Use Components of Ecological Footprints; Material and Waste
Footprints: Material Flow Analysis and Resource Consumption; Circular Economy
Principles; Waste Footprint Assessment; Zero Waste Strategies.
Suggested Readings:
1. Mintzer, I.M. (1992) Confronting climate change: Risks, Implications and Responses,
Cambridge University Press.
2. Critchfield H.J. (2008) General climatology, PHI learning.
3. Aldy, J. E., & Stavins, R. N. (2021). Handbook of carbon pricing instruments: Global
experiences. Cambridge University Press.
4. Block, L. (2019). Ecological footprint: Managing our biocapacity budget. New Society
Publishers.
5. Pagell, M., & Wu, Z. (2023). Carbon footprint analysis: Concepts, methods,
implementation, and case studies. CRC Press.
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 6. Riebeek Kohl, K. (2019). Zero waste living, the 80/20 way: The busy person's guide to
a lighter footprint. John Hunt Publishing.
7. Sweeney, G. (2023). Water footprints: Achieving sustainable development goals.
Springer.
8. Edwards, A. J. (2019). Environmental management systems: A step-by-step guide to
implementation and maintenance (3rd ed.). Routledge.
9. Helling, K. (2024). Materials and sustainability: Building a circular future. Wiley.
10. Hesselbach, J., & Herrmann, C. (2021). Glocalized solutions for sustainability in
manufacturing. Springer.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering the
whole syllabus. In addition, six more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and three more questions selecting one question from each unit.

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 BSC+MSC/ EES/MD/1/SEC/102
Environmental Management System
CREDIT: 3
DURATION: 3 HOURS MAXIMUM MARKS: 75
Theory: 75 (External 50 + Internal 25)

Course objective: To enable learners to understand and apply key components of

environmental management systems, including policy frameworks, impact assessments, and
audit methodologies, for environmental management and to make them aware about
implementation of sustainable development along with carrier options and employment
opportunities.
Course learning outcome:
CO1: Learners will be able to explain core principles and frameworks of
environmental management systems, including stakeholder roles and policy
development.
CO2: Learners will be able to apply EIA methodologies—such as impact prediction
and mitigation planning—and evaluate public participation mechanisms.
CO3: Learners will be able to analyze environmental auditing and compliance
strategies, including ISO standards, life cycle assessments, and sustainability reporting.
Unit 1
Introduction to environmental management: historical development and evolution; Core
principles and components of effective environmental management systems; Key
environmental management frameworks and models; Environmental policy development and
implementation; Stakeholder engagement in environmental management.
Unit 2
Concept, scope, and importance of Environmental Impact Assessment (EIA) and methodology:
screening, scoping, baseline studies, impact prediction; Impact assessment techniques;
Cumulative impact assessment approaches; Environmental management plans and mitigation
strategies; Strategic Environmental Assessment (SEA); EIA reporting and review mechanisms
Unit 3
Environmental audit: types, scope, and methodologies; Audit planning, execution, reporting;
Environmental compliance requirements and frameworks; Environmental risk assessment and
management; EMS: EMS for small and medium enterprises; ISO; Life cycle assessment and
management; sustainability report (ESG); Eco-labelling
Suggested Readings:
1 Chitkara. M.G. (2013) Environmental Impact Assessment, APH Publishing Corporation.
2 Glenn, W. and Suter II. (2007) Ecological Risk Assessment, CRC Press.
3 Yadav, R. K. (2021). Environmental impact assessment: EIA. Oxford University Press.
4 Glasson, J., & Therivel, R. (2019). Introduction to environmental impact assessment (5th
ed.). Routledge.
5 González, A., & Therivel, R. (2022). Methods and techniques in environmental impact
assessment. Elsevier.
6 Khandve, P. (2022). Basics of environment management. Himalaya Publishing House.
9|Page
7 Klöpffer, W., & Grahl, B. (2021). Life cycle assessment theory and practice. Springer.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering the
whole syllabus. In addition, six more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and three more questions selecting one question from each unit.

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 BSC+MSC/ BCOM/BA/EES/MD/1/MDC/101
Introduction to Sustainable Development
CREDIT: 3
DURATION: 3 HOURS MAXIMUM MARKS: 75
Theory: 75 (External 50 + Internal 25)

Course objective: To develop learners' understanding of the concept of sustainable

development and Sustainable development goals (SDG) frameworks, and applications,
enabling them to evaluate the interconnections between economic growth, social equity, and
environmental security while analysing the role of innovation in addressing global
sustainability challenges and to make them aware about carrier options and employment
opportunities.
Course learning outcome:
CO1: Analyse the fundamental concepts, historical evolution, and three pillars of
sustainable development, demonstrating the ability to evaluate sustainability challenges
through multiple perspectives.
CO2: Critically assess the Sustainable Development Goals (SDGs) framework,
examining the interrelationships between various goals and their implementation
strategies at local, national, and global levels.
CO3: Evaluate emerging technological and social innovations that support sustainable
development, including their potential to address complex sustainability challenges
while balancing economic, social, and environmental considerations.

Unit 1
Introduction; Historical Development of Sustainability; Three Pillars of Sustainable
Development; Role of United Nations and UNDP; Principles of Sustainable Development;
Evolution of International Sustainability Frameworks; Traditional Knowledge and
Sustainability, Government Initiatives
Unit 2
Sustainable Development Goals (SDGs) 1-10: No Poverty; Zero Hunger; Good Health and
Well-being; Quality Education; Gender Equality; Clean Water and Sanitation; Affordable and
Clean Energy; Decent Work and Economic Growth; Industry, Innovation, and Infrastructure;
Reduced Inequalities;
Unit 3
Sustainable Development Goals (SDGs) 11-17: Sustainable Cities and Communities;
Responsible Consumption and Production; Climate Action; Life Below Water; Life on Land
Peace, Justice, and Strong Institutions; Partnerships for the Goals; Integration of SDGs and
Way Forward; Innovation for Sustainable Development
Suggested Readings:
1. Singh, K. (Ed.). (2025). Best practices in sustainable development goals. Springer
Nature.

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 2. S., & Bleischwitz, R. (2022). Sustainable resource management: Global trends, visions
and policies. Routledge.
3. Doni, F., Gasperini, A., & Soares, J. T. (2022). SDG13 - Climate action: Combatting
climate change and its impacts. Emerald Publishing.
4. Hayward, M. W. (2021). Saving biodiversity: Threats, strategies, and big ideas.
Cambridge University Press.
5. Malhotra, V. K., Fernando, R. L. S., & Haran, N. P. (Eds.). (2020). Disaster
management for 2030 agenda of the SDG. Springer.
6. Singh, P. (2025). Understanding sustainable development goals (SDGs) - A
comprehensive guide. Wiley India.
7. Edwards, A. J. (2019). Environmental management systems: A step-by-step guide to
implementation and maintenance (3rd ed.). Routledge.
8. Helling, K. (2024). Materials and sustainability: Building a circular future. Wiley.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering the
whole syllabus. In addition, six more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and three more questions selecting one question from each unit.

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 BSC+MSC/ EES/MD/1/VAC/101
Constitutional Provisions for Environmental Protection
CREDIT: 2
DURATION: 2 HOURS MAXIMUM MARKS: 50
Theory: 50 (External 35 + Internal 15)

Course objective: To provide learners with a foundational understanding of India's

constitutional and legal frameworks for environmental protection, emphasizing statutory
provisions, judicial interpretations, principles of environmental justice and to make them aware
about future carrier prospects.
Course learning outcome:
CO1: Learners will be able to explain key constitutional provisions—such as Articles
48A, 51A(g), and 21 that support environmental protection and sustainable governance
in India.
CO2: Learners will be able to analyze major environmental laws and institutional
mechanisms, including the Environment Protection Act, National Green Tribunal, and
Pollution Control Boards.
CO3: Learners will be able to evaluate judicial interventions and legal principles, such
as the Polluter Pays and Absolute Liability doctrines, in shaping environmental
jurisprudence and rights-based approaches.
Unit 1
Indian Constitutional Framework for Environment: Historical development of environmental
protection in India; Directive Principles of State Policy: Article 48A; Fundamental Duties:
Article 51A(g); Right to Life under Article 21 and its environmental dimensions; Constitutional
provisions on forests, wildlife, and natural resources; Role of the Supreme Court High Courts
and NGT in environmental protection.
Unit 2
Environmental justice and constitutional provisions: Environment (Protection) Act, 1986;
Water (Prevention and Control of Pollution) Act, 1974; Air (Prevention and Control of
Pollution) Act, 1981; Forest Conservation Act, 1980; Wildlife Protection Act, 1972;
Biodiversity Act, 2002.
Suggested Readings:
1. Garg, V. K., Bishnoi, M.S. and Malik, C. P. (2002). An Introductory Text of
Environmental Policies and Laws. Kalyani Publishers.
2. Shastri, S.C. (2018) Environmental Law, Eastern Book Company.
3. Tiwari, A.K. (2006) Environmental Laws in India, Deep and Deep Publications.
4. Divan, S. and Rosencranz, A. (2020) Environmental Law and Policy in India, Oxford
University Press.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]

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Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 3 questions in all. The first
question will be compulsory and will consist of 7 short questions of 1 mark each covering
the whole syllabus. In addition, four more questions of 14 marks will be set unit-wise
comprising of two questions from each unit. The candidates are required to attempt one
compulsory question and two more questions selecting one question from each unit.

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SECOND
SEMESTER

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 BSC+MSC/ EES/MD/2/MIC/151
Basic of Environmental Pollution
CREDIT: 2
DURATION: 2 HOURS MAXIMUM MARKS: 50
Theory: 50 (External 35 + Internal 15)

Course objective: To develop foundational understanding of environmental pollution and

global challenges, emphasizing pollutant types, and impacts. To make them aware about health
issues. This will help in competitive examination and increasing employment opportunities.

Course learning outcome:

CO1: Learners will be able to identify and classify major types of pollution—
including emerging pollutants—and their environmental and health impacts.
CO2: Learners will be able to evaluate global environmental challenges such as
climate change, biodiversity loss, and urbanization
Unit 1
Introduction to Environmental Pollution: Concept of Pollution; Air pollution: types, sources,
impacts, and control measures, Water pollution: types, sources, effects, and control measures;
Soil contamination: types, sources, effects, and remediation approaches; Noise pollution:
causes, impacts and remediation approaches; Radioactive pollution: types, sources, impacts,
and management; Emerging pollutants (Thermal pollution, e-waste, pharmaceuticals, plastics)
Unit 2
Global warming: concept, impacts, and mitigation strategies; Ozone depletion: causes and
international responses; Biodiversity loss and extinction; Deforestation and desertification;
Impacts on Marine ecosystem and Ocean acidification; Food, environmental security and
sustainable agriculture; Urbanization and environmental impacts
Suggested Readings:
1. Masters, G.M., Ela, W., and Ela, W.P. (2013) Introduction to Environmental
Engineering and Science, Pearson.
2. Aswathanarayan, U. (2018) Geoenvironment, CRC Press.
3. Bolt, G.H. and Buggenwert, M.G.M (1979) Soil Chemistry, Elsever.
4. Rao, C.S. (2006) Environmental Pollution Control Engineering, New Age International
(P) Limited.
5. Kulkarni, V. and Ramchandra, T.V. (2006) Management of Municipal Solid waste,
TERI Press.
6. Hosetti, B.B. (2006) Prospects and Perspectives of Solid Waste Management, New Age
International Ltd.
7. Rao, M.N. and Rao, H.V.N. (2018) Air pollution, McGraw Hill Education.
8. Cooper C.D. and Alley F.C. (2014) Air pollution control: A design approach, Medtech.
9. Mudakavi, J.R. (2010) Principle and practices of air pollution control and analysis, I.K.
International Publishing House.
Digital Resource:
1. [Link]

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 2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 3 questions in all. The first
question will be compulsory and will consist of 7 short questions of 1 mark each covering the
whole syllabus. In addition, four more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and two more questions selecting one question from each unit.

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 BSC+MSC/ EES/MD/2/SEC/151
Environmental Monitoring of Air and Noise
CREDIT: 3
DURATION: 2+2 HOURS MAXIMUM MARKS: 75
Theory: 50 (External 35 + Internal 15) Practical: 25 (External 250+ Internal 00)

Course objective: To equip learners with scientific principles and practical skills for
monitoring air and noise pollution, using regulatory standards, analytical tools, field
instrumentation for effective environmental monitoring and to make them aware about carrier
options and employment opportunities.
Course learning outcome:
CO1: Learners will be able to explain fundamental concepts of environmental
monitoring, including air quality parameters, indoor air assessment, national ambient
standards, noise mapping, and frequency analysis for sustainable urban planning
CO2: Learners will be able to operate air and noise monitoring instruments, such as
high-volume air samplers and sound level meters, and interpret the data collected.
CO3: Learners will be able to analyse pollutant concentrations and sources, including
particulate matter, carbon dioxide levels, and ambient noise across residential,
institutional, and traffic zones.
Unit 1
Environmental monitoring: Concept and importance; National ambient air quality standards;
Principles of environmental sampling and analysis; Air quality monitoring objectives and
strategies; Indoor air quality assessment methods; Criteria pollutant monitoring (PM, SOx,
NOx); Continuous vs. intermittent monitoring approaches; Biomonitoring techniques for air
quality assessment
Unit 2
Noise monitoring objectives and strategies; Instrumentation for noise measurement: Sound
level meters; Frequency analysis and weighting networks (A, C, Z-weighting); Noise mapping
and modelling techniques; Traffic noise monitoring methodologies; Industrial and construction
noise assessment; Airport and aircraft noise monitoring; Noise action plans and management
approaches
Unit 3
Practical Air and Noise
1. Estimation of atmospheric dust fall.
2. Analysis of Carbon Dioxide Concentration Using Limewater Test
3. Experiment on operation and setup of a High-Volume Air Sampler
4. Experiment on operation and setup of Noise meter
5. Estimation of Noise in Residential area / Institutional area / Traffic area
Suggested Readings:
1. Rao, M.N. and Rao, H.V.N. (2018) Air pollution, McGraw Hill Education.
2. Cooper C.D. and Alley F.C. (2014) Air pollution control: A design approach,
Medtech.

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 3. Mudakavi, J.R. (2010) Principle and practices of air pollution control and analysis,
I.K. International Publishing House.
4. Masters, G.M. and Ela W.P. (2013) Introduction to Environmental Engineering and
Science, Pearson.
5. Bell, L.H. and Bell, D.H. (1994) Industrial Noise Control: Fundamentals and
Applications, CRC Press.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 3 questions in all. The first
question will be compulsory and will consist of 7 short questions of 1 mark each covering the
whole syllabus. In addition, four more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and two more questions selecting one question from each unit.

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 BSC+MSC/ BCOM/BA/EES/MD/2/MDC/151
Traditional Knowledge for Environmental Protection
CREDIT: 3
DURATION: 3 HOURS MAXIMUM MARKS: 75
Theory: 75 (External 50 + Internal 25)

Course objective: To explore and evaluate traditional ecological knowledge systems and
practices that contribute to environmental protection, biodiversity conservation, and climate
resilience, with a focus on indigenous and community-led approaches.
Course learning outcome:
CO1: Learners will be able to identify traditional conservation practices related to
biodiversity, sacred natural sites, and agrobiodiversity, and assess their ecological
significance.
CO2: Learners will be able to analyze traditional resource management systems,
including forest, water, marine, and pastoral methods, and evaluate their sustainability
and adaptability.
CO3: Learners will be able to interpret traditional knowledge contributions to climate
resilience, such as local observations, adaptation strategies, and integration into climate
science and policy.
Unit 1
Traditional knowledge in species conservation and habitat restoration; role of tribals
communities and Sacred natural sites in biodiversity protection; Traditional approaches to
wildlife management; Agrobiodiversity and traditional farming practices; Community-
conserved areas and indigenous protected areas; biological heritage.
Unit 2
Traditional forest management and agroforestry systems; Traditional water management
practices and watershed protection; Traditional fisheries management and marine conservation;
Traditional range management and pastoral systems; Sustainable harvesting practices for non-
timber forest products; Traditional approaches to pest and disease management.
Unit 3
Traditional indicators and observations of climate change; Traditional knowledge in weather
monitoring and forecasting; Community-based adaptation strategies; Traditional knowledge in
climate policy and planning; Integration of traditional knowledge in climate science
Suggested Readings:
1. Nelson, M. K., & Shilling, D. (Eds.). (2018). Traditional ecological knowledge:
Learning from indigenous practices for environmental sustainability. Cambridge
University Press.
2. Garg, V. K., Bishnoi, M.S. and Malik, C. P. (2002). An Introductory Text of
Environmental Policies and Laws. Kalyani Publishers.
3. S., & Bleischwitz, R. (2022). Sustainable resource management: Global trends, visions
and policies. Routledge.
4. Anderson, D.A. (2013) Environmental economics and natural resource management,
Taylor and Francis.
20 | P a g e
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering the
whole syllabus. In addition, six more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and three more questions selecting one question from each unit.

21 | P a g e
 BSC+MSC/ EES/MD/2/VAC/151
Environmental Threats and Challenges
CREDIT: 2
DURATION: 2 HOURS MAXIMUM MARKS: 50
Theory: 50 (External 35 + Internal 15)

Course objective: To examine the spectrum of environmental threats—atmospheric,

terrestrial, and aquatic—alongside their ecological impacts and scientific monitoring methods,
fostering an integrative understanding of environmental risk and sustainability.
Course learning outcome:
CO1: Learners will be able to identify and classify major environmental threats,
distinguishing between natural and anthropogenic sources and their impacts on
ecosystems and human health.
CO2: Learners will be able to analyze the processes of bioaccumulation and
biomagnification, and explain the role of toxicology in assessing pollutant risks within
food chains and ecological systems.
Unit 1
Introduction to Environmental Threats: Environmental threats: definitions, classification, and
scale; Anthropogenic vs. natural environmental threats; Atmospheric Environmental Threats;
Climate change: science and impacts; Ozone depletion: causes and effects; Health effects of
air pollutants (particulates, gases, biological agents) Bioaccumulation and Biomagnification:
Principles of toxicology and ecotoxicology; Bioaccumulation processes in food chains;
Biomagnification of pollutants in ecosystems
Unit 2
Water-Related Threats: Waterborne diseases and human health implications; Marine pollution
and ocean acidification; Freshwater contamination issues; Land Degradation and Habitat
Threats: Soil erosion and degradation processes; Deforestation and habitat destruction; Land
use change impacts: Biodiversity Threats: Invasive species impacts on native ecosystems;
Wildlife trafficking and exploitation
Suggested Readings:
1. Hayward, M. W. (2021). Saving biodiversity: Threats, strategies, and big ideas.
Cambridge University Press.
2. Prasad, M. (2024). Emergency management threats and hazards: Water. CRC Press.
3. Loucks, D.P. and Beek, E.V. (2017) Water Resource System Planning and Management,
Springe
4. Verma, S.B., Sahu, P. and Lal, J. (2009). Water Resource Management, Pentagon Press
5. Khandve, P. (2022). Basics of environment management. Himalaya Publishing House.
6. Plaster, E. (2013). Soil science and management. Cengage Learning
7. Rasool, R., Rakshandra, Parry, F. A., & Shameem, S. A. (2023). Soil management for
sustainable agriculture and environmental protection. Springer.
8. Singaravel, R. (2021). Soil fertility and integrated nutrient management. Scientific
Publishers.

22 | P a g e
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering the
whole syllabus. In addition, six more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and three more questions selecting one question from each unit.

23 | P a g e
 THIRD
SEMESTER

24 | P a g e
 BSC+MSC/ EES/MD/3/MIC/201
Biodiversity and Ecology
CREDIT: 3+1
DURATION: 3+2 HOURS MAXIMUM MARKS: 100
Theory: 75 (External 50 + Internal 25), Practical: 25 (External 25+ Internal 00)

Course objective: To explore the ecological principles and conservation strategies that address
biodiversity loss, emphasizing the impact of human activities and the fundamentals of ecology,
traditional and modern biodiversity conservation-based approaches.
Course learning outcome:
CO1: Learners will be able to evaluate the causes and consequences of biodiversity
loss resulting from environmental issues such as pollution, climate change,
urbanization, and invasive species.
CO2: Learners will be able to compare and apply biodiversity conservation
approaches, including protected area networks, ex-situ methods, restoration ecology,
and community-led initiatives.
CO3: Learners will be able to demonstrate understanding of ecological principles,
including population interactions, trophic dynamics, keystone species, and
anthropogenic impacts on ecosystems.
CO4: Learners will be able to conduct field-based ecological investigations using
quadrat methods to assess biomass, population density, and sampling adequacy in
natural habitats.
Unit 1
Concept of Biodiversity, Global status of biodiversity, IUCN / Red list; Biodiversity hotspot;
environmental impacts on global biodiversity; Pollution (air, water, soil, noise): sources, effects
on biodiversity; Overexploitation of natural resources; Invasive alien species: introduction
pathways and ecological impacts; Urbanization and industrial development
Unit 2:
Biodiversity Conservation: Concept of Protected area network; In-situ conservation: protected
areas, wildlife sanctuaries, national parks; Ex-situ conservation: botanical gardens, zoos, gene
banks, seed banks; Restoration ecology and ecosystem rehabilitation; Conservation genetics
and captive breeding; Biosphere reserves; Landscape and seascape approaches to conservation;
Community-based conservation initiatives; Technological innovations in biodiversity
conservation
Unit 3
Definition and scope of ecology; Levels of ecological organization; Population interactions:
competition, predation, parasitism; Food chain, Food webs and trophic interactions; Keystone
species and ecosystem engineers; Types and concept of Ecosystem services; Anthropogenic
impacts on ecosystems, urban ecology.
Unit 4
Practical
1. Estimation of biomass of the given plant sample.
2. Determination of minimum size of the quadrate.

25 | P a g e
3. Determination of minimum numbers of the quadrate.
4. Determination of population density by quadrate method.
Suggested Readings:
1. Pellens, R. and Grancolas, P. (2016) Biodiversity conservation and Phylogenetic
Systematics, Springer.
2. Hayward, M. W. (2021). Saving biodiversity: Threats, strategies, and big ideas.
Cambridge University Press.
3. R. F. (2022). Environmental conservation (6th ed.). Cambridge University Press.
4. Singh, V. (2023). Biodiversity: Concepts, crises, and conservation. Springer Nature.
5. Jeffries, M. J. (2015). Biodiversity and conservation. Routledge.
6. Kumar, P. (2021). Fundamentals of ecology and environment (2nd ed.). Pathfinder
Publications.
7. Martinez, J. (Ed.). (2017). Ecosystem management. Nova Science Publishers. Prakash,
R. (2006). Forest management. Natraj Publishers.
8. Odum, E.P and Barrett, G.W. (2004) Fundamentals of Ecology, Thomson Brooks/Cole.
9. Miller G.T. and Spoolman S.E. (2009) Essentials of Ecology, Cengage.
10. Smith T.M. and Smith R.L. (2012) Elements of Ecology, Pearson.
11. Smith, R.L. (1996) Ecology and Field Biology, Harper Collins
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering the
whole syllabus. In addition, six more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and three more questions selecting one question from each unit.

26 | P a g e
 BSC+MSC/ EES/MD/3/SEC/201
Green Economy
CREDIT: 3
DURATION: 3 HOURS MAXIMUM MARKS: 75
Theory: 100 (External 70 + Internal 30)

Course objective: To enable learners to understand the foundations, applications, financial

mechanisms, and global dimensions of the green economy, fostering their ability to critically
analyse and support sustainable economic transitions.
Course learning outcome: LOs)
CO1: Learners will be able to explain the origins, principles, and policy instruments
of the green economy and distinguish it from conventional economic models.
CO2: Learners will be able to evaluate sectoral applications of green economy—
including energy, agriculture, transport, manufacturing, and building systems—using
sustainability criteria.
CO3: Learners will be able to analyze green finance mechanisms and investment
tools, such as green bonds, ESG frameworks, and carbon finance, assess their role in
enabling eco-conscious development and and regional cooperation in advancing the
green economy.
Unit 1
Green economy: Origins and evolution of green economy; Green economy vs. conventional
economy; Relationship between green economy and sustainable development; Environmental
policy design for green economy: Market-based instruments (taxes, subsidies, tradable
permits); Role of international organizations in promoting green economy
Unit 2
Green energy systems and renewable energy transition; Sustainable agriculture and food
systems; Green manufacturing and industrial ecology; Sustainable transportation and mobility;
Green buildings and sustainable construction Green economy approaches in emerging and
developing economies; Green economy in small island developing states; Regional cooperation
for green economy
Unit 3
Indicators and metrics for green economy; Green economy assessment methodologies; Green
investment frameworks and principles; Green bonds and climate bonds; Environmental, Social,
and Governance (ESG) investing; Green banking; Green economy in international
environmental agreements; North-South perspectives on green economy; Trade and
environment linkages in green economy; Green economy strategies in developed economies; ;
Global value chains and green economy
Suggested Readings:
1. Acar, S., & Yeldan, E. (Eds.). (2019). Handbook of green economics (1st ed.).
Academic Press.
2. Krishnan, N. R. (2022). A green economy: India's sustainable development. Oxford
University Press

27 | P a g e
 3. Helling, K. (2024). Materials and sustainability: Building a circular future. Wiley.
4. Hesselbach, J., & Herrmann, C. (2021). Glocalized solutions for sustainability in
manufacturing. Springer.
5. Khandve, P. (2022). Basics of environment management. Himalaya Publishing House.
6. Klöpffer, W., & Grahl, B. (2021). Life cycle assessment theory and practice. Springer.
7. Pagell, M., & Wu, Z. (2023). Carbon footprint analysis: Concepts, methods,
implementation, and case studies. CRC Press.
8. Hetzel, J., & Shideler, J. C. (2021). Introduction to climate change management:
Transitioning to a low-carbon economy. Springer Climate.
9. Chinnappan, A., Baskar, C., Sehrawat, R., & Sharma, R. (Eds.). (2022). Handbook of
solid waste management: Sustainability through circular economy. Elsevier.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering
the whole syllabus. In addition, six more questions of 14 marks will be set unit-wise
comprising of two questions from each unit. The candidates are required to attempt one
compulsory question and three more questions selecting one question from each unit

28 | P a g e
 BSC+MSC/ EES/MD/3/SEC/202
Integrated Resource Management
CREDIT: 3
DURATION: 3 HOURS MAXIMUM MARKS: 75
Theory: 75 (External 50 + Internal 25)

Integrated Resource Management (VAC 3)

Course objective: To develop comprehensive understanding of integrated resource
management by exploring natural, human, technological, and financial resource systems,
emphasizing sustainable utilization and holistic planning approaches.
Course learning outcome:
CO1: Learners will be able to identify and evaluate various resource types and their
interconnections, applying systems thinking to address challenges such as scarcity,
degradation, and conflict.
CO2: Learners will be able to analyze sustainable strategies for managing land, water,
forest, biodiversity, and coastal resources, considering ecological, economic, and social
dimensions.
CO3: Learners will be able to apply integrated tools and approaches, such as GIS
mapping, remote sensing, and landscape/watershed management, to design effective
resource management solutions
Unit 1
Resource Management: Concept and scope of integrated resource management; Types of
resources: natural, human, financial; Principles of sustainable resource utilization; Challenges
in resource management: scarcity, degradation, and conflicts.
Unit 2
Natural Resource Management: Land resources: land use planning, soil conservation, and
management; Water resources: watershed management, water conservation techniques; Forest
resources: Agroforestry, Social forestry, joint forest management; Biodiversity: conservation
strategies and sustainable utilization; Mineral and energy resources: extraction impacts and
management; Marine and coastal resources: blue economy and integrated coastal zone
management
Unit 3
Ecosystem-based management approaches; Integrated water resource management; Integrated
coastal zone management; Landscape and watershed approaches; Resource mapping and
geographical information systems; Remote sensing applications in resource management
Suggested Readings:
1. Anderson, D.A. (2013) Environmental economics and natural resource management,
Taylor and Francis.
2. Singh, J.S., Singh, S.P. and Gupta, S.R. (2015) Ecology, Environment and Resource
Conservation, Sultan Chand Publishing.

29 | P a g e
 3. Loucks, D.P. and Beek, E.V. (2017) Water Resource System Planning and Management,
Springe
4. Verma, S.B., Sahu, P. and Lal, J. (2009). Water Resource Management, Pentagon Press.
5. Bringezu, S., & Bleischwitz, R. (2022). Sustainable resource management: Global
trends, visions and policies. Routledge.
6. Edwards, A. J. (2019). Environmental management systems: A step-by-step guide to
implementation and maintenance (3rd ed.). Routledge.
7. Khandve, P. (2022). Basics of environment management. Himalaya Publishing House.
8. Martinez, J. (Ed.). (2017). Ecosystem management. Nova Science Publishers. Prakash,
R. (2006). Forest management. Natraj Publishers.
9. Singaravel, R. (2021). Soil fertility and integrated nutrient management. Scientific
Publishers.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering the
whole syllabus. In addition, six more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and three more questions selecting one question from each unit

30 | P a g e
 BSC+MSC/ BCOM/BA/EES/MD/3/MDC/201
Government Initiatives for Environmental protection
CREDIT: 3
DURATION: 3 HOURS MAXIMUM MARKS: 50
Theory: 75 (External 50 + Internal 25)

Course objective: To provide learners with a comprehensive understanding of national

environmental policies and initiatives, enabling critical analysis of government-led programs
in pollution control, biodiversity conservation, and sustainable development.
Course learning outcome:
CO1: Learners will be able to describe key government programs addressing pollution
control, waste management, and conservation of water bodies and ecosystems (e.g.,
NCAP, Namami Gange, Swachh Bharat Mission).
CO2: Learners will be able to analyze forest and biodiversity conservation strategies,
including afforestation missions, community participation, and protected area programs
(e.g., CAMPA, Green India Mission, Biosphere Reserves).
CO3: Learners will be able to evaluate national sustainability and climate resilience
efforts, through initiatives such as Smart Cities Mission, NAPCC, and green skill
development programs, and assess their role in environmental governance.
Unit 1
Air Quality Management Programs: National Air Quality Monitoring Programme; National
Clean Air Programme (NCAP); Water Resources Protection: National Water Monitoring
Programme; Namami Gange Programme; Wetland Conservation Programme; Mangrove and
Coral Reef Conservation; Waste Management Frameworks: Plastic waste management
initiatives; E-waste management programs; Swachh Bharat Mission (Clean India Mission)
Unit 2
Forest Management Initiatives: Joint Forest Management (JFM) and community
participation; National Afforestation Programme; Green India Mission; CAMPA
(Compensatory Afforestation Fund Management and Planning Authority); Biodiversity
Protection Mechanisms: Biosphere Reserve Programme; Biodiversity Heritage Sites;
Wildlife protection initiatives and species conservation programs; Ecosystem Conservation
Approaches: Marine ecosystem protection initiatives; Mountain ecosystem conservation
programs; Grassland and desert ecosystem management programs
Unit 3
Urban Sustainability Programs: Smart Cities Mission and environmental components; Atal
Mission for Rejuvenation and Urban Transformation (AMRUT); Urban green spaces and
ecological planning; Climate Change and Sustainable Agriculture: National Action Plan on
Climate Change; Sustainable habitat development programs; Renewable energy initiatives;
Environmental Education and Governance: Green skill development programs;
Environmental education initiatives; Lifestyle for the environment (LiFE)
Suggested Readings:
1. Loucks, D.P. and Beek, E.V. (2017) Water Resource System Planning and Management,
Springe
2. Verma, S.B., Sahu, P. and Lal, J. (2009). Water Resource Management, Pentagon Press.

31 | P a g e
 3. Garg, V. K., Bishnoi, M.S. and Malik, C. P. (2002). An Introductory Text of
Environmental Policies and Laws. Kalyani Publishers.
4. Shastri, S.C. (2018) Environmental Law, Eastern Book Company.
5. Tiwari, A.K. (2006) Environmental Laws in India, Deep and Deep Publications.
6. Divan, S. and Rosencranz, A. (2020) Environmental Law and Policy in India, Oxford
University Press.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering the
whole syllabus. In addition, six more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and three more questions selecting one question from each unit.

32 | P a g e
FOURTH
SEMESTER

33 | P a g e
 BSC+MSC/ EES/MD/4/VOC/251
Waste and Its Management Strategies
CREDIT: 3+1
DURATION: 3+2 HOURS MAXIMUM MARKS: 100
Theory: 75 (External 50 + Internal 25), Practical: 25 (External 25+ Internal 00)

Course objective: To equip learners with theoretical and practical knowledge of waste,
generation, classification and integrated waste management strategies, enabling sustainable
solutions for diverse waste types and to make them aware about carrier options and
employment opportunities.
Course learning outcome:
CO1: Learners will be able to identify and classify various types of waste, including
municipal, industrial, hazardous, biomedical, and e-waste, and understand their sources
and characteristics.
CO2: Learners will be able to analyze waste generation patterns and evaluate
integrated waste management approaches, such as reduction, reuse, recycling, recovery,
and disposal.
CO3: Learners will be able to compare techniques for handling municipal and
hazardous waste, including composting, landfilling, and industrial minimization
strategies.
CO4: Learners will be able to demonstrate practical skills in waste characterization
and treatment, through field exercises such as waste audits, composting, biogas design,
and site-based liquid waste management.
Unit 1
Definition and Classification of waste (municipal solid waste, industrial waste, hazardous
waste, biomedical waste, e-waste, agricultural waste); Waste generation: patterns, trends, and
factors influencing waste generation; Waste characterization techniques; Integrated waste
management approach; Waste management strategies: reduction, reuse, recycling, recovery,
disposal; Liquid waste and its disposal; Concept of Swachh Bharat Abhiyan.
Unit 2
Waste: Generation, composition, characteristics of municipal solid waste and liquid waste;
Collection systems and transportation methods; Material recovery facilities and resource
recovery; Was0te segregation techniques and practices; Composting: types, methods, and
applications; Landfill design, operation, and management;
Unit 3
Industrial waste: sources, types, and characteristics; Hazardous waste identification and
classification; Treatment technologies for hazardous waste; Handling, storage, transportation,
and disposal of hazardous waste; Industrial waste minimization and cleaner production
Unit 4: Practical
1. Survey of campus to overview the segregation and handling process of waste.
2. Waste audit and characterization exercise
3. Methods for composting and report ongoing composting project in the campus.
4. To explore the working of STP in the campus (Site Visit)
5. To explore the method and working of Biogas plant.

34 | P a g e
Suggested Readings:
1. S., & Bleischwitz, R. (2022). Sustainable resource management: Global trends, visions
and policies. Routledge.
2. Edwards, A. J. (2019). Environmental management systems: A step-by-step guide to
implementation and maintenance (3rd ed.).
3. Prasad, M. (2024). Emergency management threats and hazards: Water. CRC Press.
4. Bhatia, H. S. (2019). Comprehensive book on industrial waste and its management.
Kalyani Publishers.
5. Chinnappan, A., Baskar, C., Sehrawat, R., & Sharma, R. (Eds.). (2022). Handbook of
solid waste management: Sustainability through circular economy. Elsevier.
6. Letcher, T., & Vallero, D. A. (Eds.). (2019). Waste: A handbook for management.
Academic Press.
7. Shah, K. L. (1999). Basics of solid and hazardous waste management technology.
Prentice Hall.
8. Wang, W. (2016). Handbook of industrial waste treatment. CRC Press.
9. Plaster, E. (2013). Soil science and management. Cengage Learning.
10. Rasool, R., Rakshandra, Parry, F. A., & Shameem, S. A. (2023). Soil management for
sustainable agriculture and environmental protection. Springer.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 7 questions in all. The first
question will be compulsory and will consist of 4 short questions of 2 marks each covering the
whole syllabus. In addition, six more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and three more questions selecting one question from each unit.

35 | P a g e
 BSC+MSC/ EES/MD/4/VAC/251
Disaster and Management Strategies
CREDIT: 2
DURATION: 3 HOURS MAXIMUM MARKS: 75
Theory: 50 (External 35 + Internal 15)

Course objective: To equip learners with the knowledge and skills required to understand,
analyze, and respond to both natural and human-induced disasters, through strategic planning,
preparedness, and coordinated emergency management.
Course learning outcome:
CO1: Learners will be able to identify major natural and human-induced disasters,
their causes, and impacts, with reference to historical events and risk zones.
CO2: Learners will be able to analyze the role of communication and media, search
and rescue operations, and relief distribution with the ability to evaluate disaster
preparedness and response mechanisms, including evacuation planning, emergency
operations, and government initiatives like NDMA.
Unit 1
Earthquakes: causes, zones, measurement, impacts; Tsunamis: formation, warning systems,
preparedness; Volcanic eruptions: types, hazards, monitoring; Landslides and avalanches:
triggers, risk zones, prevention; Floods: types, flood plains, flood management; Cyclones,
hurricanes, typhoons: formation, tracking, warning systems. Industrial accidents (Bhopal Gas
Tragedy) and chemical spills (Minamata Japan); Nuclear and radiation incidents (Chernobyl
disaster, Hiroshima Nagasaki); Transportation accidents (The Persian Gulf War Oil Spill,
Exxon Valdez oil spill).
Unit 2
Government initiative; NDMA; Disaster preparedness planning at various levels; Emergency
operations centres: setup and management; Evacuation planning and management; Search and
rescue operations; Emergency medical services; Relief distribution systems; Temporary shelter
management; Communication during disasters; Role of media in disaster response
Suggested Readings:
1. Abbott, P. L. (2008). Natural disasters. McGraw-Hill Higher Education.
2. Bradley, A. T. (2011). The disaster preparedness handbook: A guide for families.
Skyhorse Publishing.
3. Coppola, D. P. (2021). Introduction to international disaster management (4th ed.).
4. Butterworth-Heinemann. Singh, P. (2023). Disaster management. McGraw Hill
Education. Tan, W. (2023). Urban management: Managing cities in uncertain times.
Routledge.
5. Turner, B. A., & Pidgeon, N. F. (2021). Man-made disasters (2nd ed.). Butterworth-
Heinemann.
6. Mantell, N. (2020). Environmental planning for disaster resilience. Routledge.
7. Hyndman, D. and Hyndman, D. (2016) Natural Hazards and Disasters, Thomson
Brooks/Cole.
8. Singh, J. (2008) Disaster management, APH Publishing Corporation.

36 | P a g e
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 3 questions in all. The first
question will be compulsory and will consist of 7 short questions of 1 mark each covering
the whole syllabus. In addition, four more questions of 14 marks will be set unit-wise
comprising of two questions from each unit. The candidates are required to attempt one
compulsory question and two more questions selecting one question from each unit.

37 | P a g e
 FIFTH
SEMESTER

38 | P a g e
 BSC+MSC/ EES/MD/5/VOC/301
Integrated Soil Management
CREDIT: 2+2
DURATION: 2+2 HOURS MAXIMUM MARKS: 100
Theory: 50 (External 35 + Internal 15), Practical: 50 (External 50+ Internal 00)

Course objective: To enable learners to understand the physical, chemical, and biological
properties of soil and apply integrated soil management strategies and analytical techniques for
evaluating and enhancing soil health.
Course learning outcome:
CO1: Learners will be able to describe soil formation processes and analyze soil
properties including texture, structure, pH, cation exchange capacity, and biological
activity.
CO2: Learners will be able to evaluate integrated soil management practices, such as
cover cropping, crop rotation, use of biofertilizers, and conservation tillage, to maintain
or restore soil health.
CO3: Learners will be able to conduct physical analysis of soil, including
determination of water holding capacity, moisture content, bulk density, and porosity.
CO4: Learners will be able to perform chemical analysis of soil, such as measuring
pH, electrical conductivity, and organic matter using loss on ignition methods.
Unit 1
Soil formation processes; Physical properties of soil (texture, structure, density, porosity);
Chemical properties of soil (pH, cation exchange capacity, nutrient cycling); Biological
properties of soil (soil organisms, organic matter dynamics); Soil health indicators and
assessment methods
Unit 2
Principles of integrated soil management; Conservation agriculture and reduced tillage
systems; Cover cropping and green manuring strategies; Crop rotation and diversification for
soil health; Soil biological management and biofertilizers; Effective microorganisms for soil
remediation
Unit 3
Practical (Physical analysis of Soil)
1. Sampling and processing of soil samples
2. Determination water holding capacity of soil sample.
3. Estimation of soil moisture content
4. Bulk density and porosity
Unit
Practical (Chemical analysis of soil)
1. Determination of pH in soil sample.
2. Determination EC in soil sample.
3. Estimation of Organic matter.
4. Estimation of Total Organic Carbon.

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Suggested Readings:
1. Bolt, G.H. and Buggenwert, M.G.M (1979) Soil Chemistry, Elsever.
2. Chesti, M. U. H., Mir, S. A., & Sofi, K. A. (2022). Integrated soil fertility
management. Scientific Publishers.
3. Patil, V. D., & Mali, C. V. (2023). Fundamentals of soil science. Scientific
Publishers.
4. Plaster, E. (2013). Soil science and management. Cengage Learning.
5. Rasool, R., Rakshandra, Parry, F. A., & Shameem, S. A. (2023). Soil management
for sustainable agriculture and environmental protection. Springer.
6. Ray, S. K. (2023). Fundamentals of soil science. Scientific Publishers.
7. Singaravel, R. (2021). Soil fertility and integrated nutrient management. Scientific
Publishers.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 3 questions in all. The first
question will be compulsory and will consist of 7 short questions of 1 mark each covering the
whole syllabus. In addition, four more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and two more questions selecting one question from each unit.

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 SIXTH
SEMESTER

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 BSC+MSC/ EES/MD/6/MIC/351
Climate Change: A Catastrophe
CREDIT: 4
DURATION: 3 HOURS MAXIMUM MARKS: 100
Theory: 100 (External 70 + Internal 30)

UG+PG/BSC/EES/6/MIC /601:
Course objective: To enable learners to critically examine the scientific evidence,
environmental impacts, and socio-economic consequences of climate change, while exploring
mitigation strategies, intergovernmental initiative, and sustainable innovations for climate
resilience.
Course learning outcome:
CO1: Learners will be able to analyze climate change indicators, including
temperature trends, sea level rise, and extreme weather patterns, and assess their
impacts on ecosystems, food systems, and human health.
CO2: Learners will be able to evaluate mitigation strategies, such as energy
transitions, carbon removal technologies, and sustainable land use practices, for
reducing greenhouse gas emissions.
CO3: Learners will be able to interpret climate change policy frameworks, including
the UNFCCC process, Paris Agreement, and national climate strategies (NDCs), and
assess climate finance mechanisms.
CO4: Learners will be able to explore sustainability-driven innovations, including
technological, digital, and community-based solutions aligned with the Sustainable
Development Goals (SDGs).
Unit 1
Climate Change; Global temperature trends and patterns; Global warming; Sea level rise:
mechanisms, measurements, and projections; Extreme weather events and climate change
attribution; Impacts on freshwater systems and water security; Marine ecosystem impacts and
ocean acidification; Terrestrial ecosystem impacts and biodiversity loss; Agricultural systems
and food security vulnerabilities; Human health impacts of climate change
Unit 2
Carbon budgets and emissions pathways; carbon neutrality; Energy transition: renewable
energy technologies; Energy efficiency and conservation strategies; Low-carbon transportation
systems; Industrial decarbonization approaches; Carbon dioxide removal technologies; Land
use change and forestry management; climate neutrality.
Unit 3
International climate initiatives and UNFCCC process; The Paris Agreement: structure,
mechanisms, and implementation; National climate policies and NDCs (Nationally Determined
Contributions); Climate finance mechanisms and green investment; Governmental initiatives:
NAPCC and its National Mission.
Unit 4
Innovation for Sustainability: Technological innovations for sustainability; Social innovation
and community-based initiatives; Digital technologies and sustainability; Sustainable

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Development: Concept, Sustainable Development Goals (SDG-13), and environmental
protection.
Suggested Readings:
1. Doni, F., Gasperini, A., & Soares, J. T. (2022). SDG13 - Climate action: Combatting
climate change and its impacts. Emerald Publishing.
2. Hetzel, J., & Shideler, J. C. (2021). Introduction to climate change management:
Transitioning to a low-carbon economy. Springer Climate.
3. Muthanna, C. P. (2022). Climate change in India: Threats, challenges and
opportunities. Sage Publications.
4. Sorokhtin, O.G., Chilingar, G.V. and Khilyuk, L.F. (2007) Global warming and global
cooling: Evolution of climate and earth, Elsevier.
5. Mintzer, I.M. (1992) Confronting climate change: Risks, Implications and Responses,
Cambridge University Press.
6. Nelson, M. K., & Shilling, D. (Eds.). (2018). Traditional ecological knowledge:
Learning from indigenous practices for environmental sustainability. Cambridge
University Press.
7. Singh, K. (Ed.). (2025). Best practices in sustainable development goals. Springer
Nature.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of nine questions in all. The first
question will be compulsory and will consist of seven short questions of 2 marks each
covering the whole syllabus. In addition, eight more questions of 14 marks each will be set
unit-wise

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 BSC+MSC/ EES/MD/6/VOC/351
Water Resource and its Management
CREDIT: 2+2
DURATION: 2+2 HOURS MAXIMUM MARKS: 100
Theory: 50 (External 35 + Internal 15) Practical: 50 (External 50+ Internal 00)

Course objective: To impart comprehensive knowledge of water resources and wastewater

treatment strategies, enabling learners to evaluate availability, quality, and sustainable
management solutions through practical and theoretical exploration. This will also make them
aware about carrier options and employment opportunities.
Course learning outcome:
CO1: Learners will be able to analyze global and regional water resource distribution,
scarcity issues, and the influence of climate change on surface and groundwater
systems.
CO2: Learners will be able to evaluate conventional and advanced wastewater
treatment technologies, including decentralized systems, reclamation strategies, and
nature-based solutions.
CO3: Learners will be able to investigate water quality parameters such as pH,
electrical conductivity, and total solids through physical and chemical analysis
methods.
CO4: Learners will be able to critically assess water-related security issues, conflicts,
and urban water management challenges, proposing integrated and sustainable
solutions.
Unit 1
Global water resources: distribution, availability, and scarcity; Surface water systems: rivers,
lakes, and reservoirs; Groundwater systems: aquifers, springs, and wells; Climate change
impacts on water resources; Global and National Water conflicts and security issues
Unit 2
Wastewater characteristics and classification; Conventional wastewater treatment processes;
Advanced wastewater treatment technologies; Decentralized wastewater treatment systems;
Industrial wastewater management approaches; Urban water management challenges and
solutions; Water reclamation and reuse strategies; Constructed wetlands and nature-based
solutions
Unit 3
Practical (Physical Analysis)
1. Sampling and processing of water samples
2. Determination of pH in a given water sample.
3. Determination of EC in a given water sample.
4. Determination of Total solids, suspended solid and dissolved solids in a given water
sample.

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Unit 4:
Practical (Chemical Analysis)
1. Determination of various form of alkalinity in a given water sample
2. Determination of Dissolved Oxygen in given water sample
3. Determination of Total hardness, calcium and magnesium hardness in a given water
sample.

Suggested Readings:
1. Loucks, D.P. and Beek, E.V. (2017) Water Resource System Planning and Management,
Springe
2. Verma, S.B., Sahu, P. and Lal, J. (2009). Water Resource Management, Pentagon Press.
3. Yadav, S., Negm, A. M., & Yadava, R. N. (Eds.). (2022). Water quality, assessment and
management in India. Springer.
4. Loucks, D.P. and Beek, E.V. (2017) Water Resource System Planning and Management,
Springe
5. Verma, S.B., Sahu, P. and Lal, J. (2009). Water Resource Management, Pentagon Press.
6. Bouguerra, L. (2019). Water under threat. Zed Books.
Digital Resource:
1. [Link]
2. [Link]
3. [Link]
Teaching-Learning Process
 Lectures: Supported by blackboard teaching, PowerPoint presentations, related
videos and demonstrations, E-tutoring & E-learning, case study, cooperative learning,
problem-solving.
 Assignments and exercises
 Test: Knowledge of the students is tested through surprise tests, quiz & sessional
tests.
Note for the paper setter: The question paper will consist of 3 questions in all. The first
question will be compulsory and will consist of 7 short questions of 1 mark each covering the
whole syllabus. In addition, four more questions of 14 marks will be set unit-wise comprising
of two questions from each unit. The candidates are required to attempt one compulsory
question and two more questions selecting one question from each unit.

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