TCET FE Environmental Studies (2018-2019)

Environmental Studies
(FE-Sem - I)
Compiled, reviewed and edited by :
Dr. Neha Mishra
Mr. Amol Dapkekar
Mr. BhimKunte
Ms. Jyoti Vanawe
Mr. Nivant Kambale
TCET, Mumbai
STUDY MATERIAL FOR FE SEM-I
Under the guidance of Dr. B. K. Mishra, Principal
3rd Edition of revised syllabus, August 2018
© Thakur College of Engineering and Technology, Kandivali, Mumbai.
Published by:
Thakur College of Engineering and Technology
Preface
We are pleased to place this fifth edition of the book “Environmental Studies” in the hands of
students of F.E Semester-1 of Mumbai University.This resource book has been
strictlydesignedas per the Choice Based Credit and Grading System syllabus of University of
Mumbai.
The environmental studies inform us about the importance of protection and conservation of
our indiscriminate release of pollution into the environment. Considering the increasing
importance, University of Mumbai has prescribed the subject to sensitize students about the
environmental issues. At present a great number of environment issues have grown in size and
complexity day by day, threatening the survival of mankind on earth. We study about these
issues and try to find out effective suggestions in the Environment Studies.
The resource book has been divided into six modules. Each module is followed by objective
questions, short answer and long answer questions, questions asked in previous University
examination and practice questions. Solved University paper is also provided for the reference.
Module 1 emphasis and elaborates Overview of Environmental Aspects. The student should
learn the importance of environment in our life. The growing needs of the global population
increasingly press up against the limits of the earth’s resources and ecosystems, and learn the
scope and importance of environmental resources such as soil, water, minerals, and forests,
global environmental crisis related to population, water, sanitation and Land and ecosystem.
Learning of above topics will provide students the opportunity to examine the connections
between the environment and the community, both local and global. It will prepare students to
address the many environmental challenges we face, including matters of public policy,
economics, and ethics. It will help students realize their capacity to promote change in pursuit
of environmental sustainability within the places they live, work, and study.
Through module 2: Aspects of Sustainable Development, the students will get an exposure of
understanding the sustainability of the resources and how it is related to the quality of life in a
community. They will learn the concept of sustainable development, social, economical and
environmental aspect of sustainable development and understand the importance of control
measure: 3R (Reuse, Recovery, and Recycle) and resource utilization as per the carrying
capacity. Understanding the need of sustainable development, the students can contribute their
part by using the control measures like reduce, reuse and recycle. Case studies, use of videos,
community based projects, conducting poster making, slogan writing, essay writing
competitions, and sharing their experience of scarcity in resources can also be the part of study.
Module 3 highlights the concept and Types ofPollution and its types like Air Pollution:
sources, effects of air pollution, Global Warming, Ozone layer Depletion, Acid Rain,
Photochemical smog, Bag house Filter, Venturi scrubber, Water Pollution: Sources and
Treatment, Concept of waste waters, Domestic & Industrial and treatment, Land Pollution:
Solid waste, solid waste Management by Land filling Composting, Noise Pollution; Sources and
Effects, E-Pollution: Sources and Effects, etc. The students will understand how pollution is
responsible for global environmental crisis like Ozone layer Depletion, Global Warming, Acid
Rain, etc. and find possible solutions to these crises.
Module 4: Pollution Control Legislation can help students to learn the deteriorating condition
of the environment and the provision of rules to control the environmental pollution and
understand the power of law, and the power and functions of state and central pollution control
boards. Environmental Law plays crucial role in providing a framework for regulating the uses
of environment and its management. I India, several Acts were passed from 1972 to 1986 and
various amendments thereafter to protect environment. India is the first nation in the world to
have made protection and conservation of environment in its constitution in 1976.
Module 5 focuses on the need of Renewable Sources of Energy like solar energy, Hydel
energy. Wind energy turbines, geothermal energy and its principle, working of flat plate
collector & photovoltaic cell, wind turbines, steam power plant. During recent years, due to the
increase in fossil fuel prices and the environmental problems caused by the use of conventional
fuels, there is a need to revert back to renewable energy sources.
The last module 6: Technological Advances to overcome Environmental problemsprimarily is

about the contribution of technology in saving the environment which can lead to development
of human society. They will also learn the role of technology in environment and health,
concept of green buildings, indoor air pollution, carbon credit, and disaster management. The
students need to know the relevance of science and technology in protecting the environment
and this knowledge can be helpful during the natural calamities.
Students, we hope, will benefit from the comprehensive information provided and supporting
excitingexercises which are tune to their needs to learn. Any suggestions for improvement are
welcome.
This book is a combined effort of TCET Communication Skills teachers. However many
influences have gone into its making. We would specially like to thank TEG management for
constant encouragement. Our special thanks to Dr. B.K. Mishra for being instrumental in
planting the idea of this book into our minds. We also thank our FE in charge, Deputy FE in
charge and H&S faculty members for their moral support and encouragement. Lastly, we
would like to thank Mr. Pradeep Gupta, Mr. Vipin K. Singh and Ms. Alka for designing the
book.
We are confident that this book will prove immensely beneficial to the students of Mumbai
University. Suggestions for enhancing the utility of the book will be gratefully acknowledged.
Bloom’s Taxonomy Cognitive Levels
Create
Evaluate
Analyze
Apply
Understand
(Developing comprehension skills)
Remember
(Foundation Building)
Teaching Scheme
Course Credits Assigned
Course Name (Contact Hours)
Code
Theory Pract. Tut. Theory TW/Pract Tut. Total
FEC106 Environmental Studies 02 -- -- 02 -- -- 02
Examination Scheme
Theory
Course Internal Assessment
Course Name End Term
Code Av of Pract Oral Total
Sem Work
Test1 Test2 Test 1 Exam
&2
FEC106 Environmental Studies 15 15 15 60 -- -- -- 75
Objectives
1. Creating the awareness about environmental problems among students.
2. Imparting basic knowledge about the environment and its allied problems.
3. Developing an attitude of concern for the environment.
4. Motivating students to participate in environment protection and environment improvement.
5. Acquiring skills to help the concerned individuals in identifying and solving environmental
problems.
Outcomes: Learner will be able to…

1. Illustrate Depleting Nature of Environmental Resources, Global Environmental Crisis,
Ecosystem concept.
2. Adapt to 3R (Reuse, Recovery, Recycle).
3. Study different control measures related to Environmental Pollution.
4. Illustrate and analyse various Case Studies related to Environmental Legislation.
5. Demonstrate the working of Renewable energy sources & Equipments.
6. Illustrate the Techniques of Disaster Management and Green Building.
Module Detailed Contents Hrs.

Overview of Environmental Aspects:
 Definition, Scope and Importance of Environmental Study
 Need for Public awareness of environmental education
 Introduction to depletion of natural resources: Soil, Water, Minerals and Forests.
 Global crisis related to – Population, water, sanitation & Land.
01 Ecosystem: 4
 Study of ecosystems : Forest, desert and aquatic (in brief).
 Energy flow in Ecosystem, overview of Food Chain, Food Web and Ecological
Pyramid.
 Concept of ecological succession and its impact on human beings (in brief).
Case Study on Chipko Movement (Uttarakhand, India), (began in 1973).
Aspects of Sustainable Development:
 Concept and Definition of Sustainable Development.
 Social, Economical and Environmental aspects of sustainable development.
02 2
 Control measures: 3R (Reuse, Recovery, Recycle),
 Resource utilization as per the carrying capacity (in brief).
Case Study on Narmada BachaoAndolan (Gujarat, India, in the mid and late 1980s).
University of Mumbai, First Year Engineering, (Common for all Branches of Engineering) REV 2016 [18]
Types of Pollution:
 Water pollution: Sources of water pollution and Treatment of Domestic and industrial
waste water (with flow-diagram of the treatment),
 Land Pollution: Solid waste, Solid waste management by land filling, composting and
incineration
 Air pollution: Sources of air pollution,
Consequences of air pollution :-
Greenhouse effect (Explanation with schematic diagram),
Photochemical Smog (Explanation with chemical reaction).
03 Cleaning of gaseous effluents to reduce air contaminants namely dust particle or
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particulate matters by using:- (i) Electrostatic precipitators (ii) Venturi scrubber
(Schematic diagram and working).
 Noise pollution: Sources, effects, threshold limit for different areas and control methods.
 E-Pollution: Definition, Sources and effects.
 Nuclear pollution: Sources and effects.
Case study on Water Pollution of Ganga River.
Case study on London smog (U. K.)(December, 1952).
Case Study of Fukushima Disaster (March, 2011).
Pollution Control Legislation:
 Functions and powers of Central and State Pollution Control Board.
04  Environmental Clearance, Consent and Authorization Mechanism. 3
Case Study of Dombivali MIDC- Boiler Blast Tragedy (Thane, Maharashtra, India),
(May, 2016).
Renewable Sources of Energy:
 Importance of renewable sources of energy.
 Principle and working with schematic diagram of :-
(i) Solar Energy: (a) Flat plate collector and (b) Photovoltaic cell.
05 4
(ii) Wind Energy: Wind Turbines.
(iii) Hydropower: Hydropower generation from water reservoir of the dam.
(iv) Geothermal Energy: Utilisation of underground sources of steam for power
generation.
Technological Advances to overcome Environmental problems:
 Concept of Green Buildings,
 Various indoor air pollutants and their effects on health.
 Carbon Credit: Introduction and general concept.
06  Disaster Management: Techniques of Disaster Management to cope up with (i) 5
Earthquake and (ii) Flood.
Case Study on Earthquake in Latur (Maharashtra, India), (September,1993).
Case Study on Cloudburst and Landslides at Kedarnath (Uttarakhand, India), (June,
2013).
Assessment:
Internal Assessment Test:
1. Each test will be of 15 marks.
2. At least one question will be based on case study. Candidate is expected to explain the salient features of
the incident and suggest preventive measures.
End Semester Theory Examination:

1. Question paper will comprise of total six question, each carrying 15 marks.
2. Total four questions need to be solved.
3. Question Number One will be compulsory and it will be based on entire syllabus wherein sub-questions
of 2 to 3 marks will be asked.
4. Remaining questions i.e. Q.2 to Q.6 will be mixed in nature and will be divided in three parts (a), (b) &
(c) and they will belong to different modules.
5. In question paper, weight of each module will be proportional to number of respective lecture hours as
mentioned in the syllabus.
References:
1. Environmental Studies by Benny Joseph, TataMcGraw Hill.
2. Environmental Studies by R.Rajagopalan, Oxford University Press.
3. Environmental Studies by. AnanditaBasak, Pearson Education.
4. Essentials of Environmental Studies by Kurian Joseph &Nagendran, Pearson Education.
5. Fundamentals of Environmental Studies by Varadbal G. Mhatre, Himalaya Publication House.
6. Perspective of Environmental Studies, by Kaushik and Kaushik,New Age International.
7. Renewable Energy by Godfrey Boyle, Oxford Publications.
8. Textbook of Environmental Studies by Dave and Katewa, Cengage Learning.
9. Textbook of Environmental studies by ErachBharucha, University Press.
10. Environmental pollution control engineering by C.S. Rao, New Age International (P) Limited
Publishers.
General Guidelines for Students:
1. Resource book is for structured and guided teaching learning process and therefore
students are recommended to come with the same in every lecture.
2. Teaching will be done on the basis of resource book and home assignments will be
covered from the same for the benefit of the students.
3. Resource book is framed to improve the academic result and therefore the students are
recommended to take up all the module contents, home assignments and exercise
seriously.
4. A separate notebook should be maintained for every subject.
5. Lecture should be attended regularly. In case of absence, topic done in the class should be
referred from the module before attending the next lecture.
6. Motivation, weightage and theoretical background in every chapter have been included in
order to maintain continuity and improve the understanding of the content to clarify topic
requirement from exam point of view.
7. For any other additional point related to the topic, information will be given by the subject
teacher from time to time.
Environmental Studies
SUBJECT RELATED
1. Weightage in the paper is 60% theory.
2. Questions are expected from all modules and students are instructed not to leave any
module in option.
3. Weightage for Internal Assessment- 15 marks and Theory - 60 marks. Importance
should be given to attend lectures regularly for improving overall percentage in
university examination.
4. Practice questions and university questions should be solved sincerely in order to
enhance confidence level and to excel in university examination.
5. Definitions and solved examples should be referred thoroughly from the modules
after lecture session.
EXAM SPECIFIC
1. In question paper, weight of each module will be proportional to number of
respective lecture hours as mentioned in the syllabus.
2. Module 1, 3, 5 and 6 are very important from the examination point of view because it
covers 80% of university question paper.
3. Neat and labeled diagram should be drawn as per the requirement of the questions
mentioned in the question paper.
4. The paper is always lengthy so time should be used judicially. Answers are to be
written as per the expectations of questions.
5. Read the question paper thoroughly first then choose the four questions as first
question is compulsory. Attempt the one that you know the best first but do not
change the internal sequence of the sub questions.
6. Minimum passing marks in theory paper - 24/60 and in internal assessment6/15.
7. For further subject clarification/ doubt in the subject, students can contact the subject
teacher.
Table of Content
Module: 1 Overview of environmental aspects 1 - 26

Scope, Importance and objectives of Environmental
Education, Need for Public Awareness 1
Depleting nature of Environmental Resources,
Global Environmental Crisis 5
Ecosystem Concept, Food chain, Food Web and
Ecological Pyramid 13
Concept of ecological succession, Case Study 19
Learning Outcomes 23
Short Answer Question 24
University Question Sample Answers 24
University Questions 25
Self Assessment 25
Self Evaluation 26
Module: 2 Aspects of sustainable development 27 - 46

Concept of sustainable development 27
Social, Economical and Environmental aspects of
Sustainable Development 30
Control Measures: 3R (Reuse, Recovery, Recycle) 34
Resource utilization as per the carrying capacity.
Case Study on Narmada Bachao Andolan
(Gujarat, India, in the mid and late 1980s) 39
Self Assessment 42
Multiple Choice Question 42
Long Answer Question 43
Self Evaluation 46
Module -3 Types of Pollution 47 - 84

Air Pollution 47
Acid rain, photochemical smog 53
Water Pollution 58
Land Pollution 64
Noise Pollution, E-Pollution, Nuclear pollution 69
Case study on Water Pollution of Ganga River,
London smog, Fukushima Disaster 75
Self Assessment 83
Self Evaluation 84
Module : 4 Pollution Control Legislation 85 - 98

Functions and powers of Central and
State Control Pollution Board 85
Environmental Clearance, Consent and
Authorization Mechanism 89
Case Study of Dombivali MIDC- Boiler Blast Tragedy 93
Self Assessment 97
Self Evaluation 98
Module: 5 Renewable Sources of Energy 99 - 118

Limitations of conventional sources of Energy,
Various renewable energy sources 99
Solar Energy: Principle, Working of Flat plate collector &
Photovoltaic cell 103
Wind Energy: Principle, Wind Turbines 106
Generation of Hydropower Energy: Principle, Hydropower 109
Geothermal Energy: Introduction, Steam Power Plant 111
Self Assessment 115
Self Evaluation 118
Module: 6 Technological Advances to overcome Environmental problems 119 - 153

Role of Technology in Environment and health;
Concept of Green Buildings and Indoor air pollution 119
Various Indoor Air Pollutants and their effects on health 125
Carbon Credit: Introduction, General concept 129
Disaster Management: Two Events: Floods and Earthquakes 131
Case Study on Earthquake in Latur, and Landslides at Kedarnath 141
Self Assessment 149
Multiple Choice Question 149
Self Evaluation 153
University Question Paper and Solution 154 - 199

Environmental Studies: F.E. – Semester-I
MODULE: 1
OVERVIEW OF ENVIRONMENTAL ASPECTS
Lecture 1
1.1 Scope, Importance and objectives of Environmental Education, Need for
Public Awareness
1.1.1 Motivation:
This course on the environment is unlike any other. It is not only a collection of facts or
information about the environment but also the best guide for us to protect the same. It is
expected to give you information about the environment that will lead to a concern for your
own environment. When you develop this concern, you will begin to act at your own level
to protect the environment, that we all live in. This is the objective of the course and the
syllabus is a framework on which we must all realign our lives.
1.1.2Syllabus:
Lecture Content Duration Self study
Hrs
Definition, Scope and Importance of Environmental
1 Study,Need for Public awareness of environmental 1 hour 2Hrs
education
Introduction to depletion of natural resources: Soil, 1 hour
Water, Minerals and Forests, Global crisis related to –
2 Population, water, sanitation and Land. 2Hrs
Ecosystem: Study of ecosystems: Forest, desert and 1 hour

3 aquatic (in brief). Energy flow in Ecosystem, overview of 2Hrs
Food Chain, Food Web and Ecological Pyramid.
Concept of ecological succession and its impact on 1 hour

4 human beings (in brief). Case Study on Chipko 2Hrs
Movement (Uttarakhand, India), (began in 1973).
1.1.3 Weightage: 05 Marks
1.1.4 Learning Objective:

Students shall be able to:
1. Define environment, ecosystem, pollution, etc.
2. List the environmental problems and crises.
3. State meaning, importance and need of the environmental studies.
4. Describe and draw the ecosystem with its food chain, food web and ecological
pyramid.
5. Explain the depleting nature of environmental resources and eco balance.
6. Compare the availability of resources in the past and present.
1
Module 1: Overview of Environmental Aspects
1.1.5 Theoretical Background:

The discipline encompasses studies of basic principles of environment, as well as the
associated subjects, such as: policy, politics, law, economics, social aspects, planning,
pollution control, natural resources, and the interactions of human beings and nature.
Environmental studies: is the systematic study of human interaction with their
environment. It is a broad field of study that includes the natural environment, built
environments and the sets of relationships between them. While distinct from ecology and
environmental science, the discipline encompasses study in their basic principles as well as
the associated subjects, such as: policy, politics, law, economics, social aspects, planning,
pollution control, natural resources, and the interactions of human beings and nature.
1.1.6 Abbreviations:
EV: Environment
EVS: Environmental Studies
BNHS- The Bombay Natural History Society
1.1.7 Formulae:
NA
1.1.8Key Definitions:
Environment: A term that encompasses all living and non-living things occurring naturally
on Earth or some region thereof.
1.1.9 Introduction:
Environmental studies are a multidisciplinary academic field which systematically
studies human interaction with the environment in the interests of solving complex
problems. Environmental studies bring together the principles of sciences, commerce/
economics and social sciences so as to solve contemporary environmental problems. It is a
broad field of study that includes the natural environment, the built environment, and the
sets of relationships between them. The field encompasses study in basic principles
of ecology and science, as well as associated subjects such
as ethics, geography, policy, politics, law, economics, philosophy, environmental
sociology and environmental justice, planning, pollution control and natural resource
management.
A. Scope and Importance:
• Environmental Studies is a multidisciplinary subject. It includes subjects like Chemistry,
Physics, Botany, Zoology, Physiology, Geography, Geology, Geophysics and Metrology to
describe the biological and physical nature of our environment. In order to understand how
human beings, function separately and also in a group, Environmental Studies involves an
understanding of Philosophy, Ethics, Psychology, Anthropology, Demography,
Archaeology, Economics and Political Science. Laid against an ecological format, the
information gleaned through the study of all these varied disciplines gives us a holistic view
of the environment for sustaining life on earth for an infinite time scale.
2
• The unlimited exploitation of nature (environment) by mankind for the sake of development
has threatened the survival of not just human beings but also all other living organisms. The
number of living species has decreased, a large number are threatened, and many are even
extinct. Human beings too are suffering from various health problems.
• Today India is one of the top 10 industrialized countries in the world and the ever-
increasing pollution levels in its environment are affecting all living organisms. People
around the world are enjoying economic growth at the cost of ‘quality of human life’. So, the
need of the hour is to save our environment by following a suitable developmental policy.
This necessitates the knowledge of our environment, its components and the different issues
affecting the environment.
• Education for environmental awareness is required not only for environmental scientists,
engineers, policymakers or NGOs, but also for every one of us. Only environmental study
can make us conscious and careful about the environment. Environmental education is
aimed at developing environmental ethics in people. It teaches them the importance of
conservation of life and biodiversity of the environment.
• Environmental Study also teaches people to understand their role in the environment and
learn to live with limited natural resources so as to avoid future disasters. The casual
attitude of human beings towards the environment and its conservation is the root cause of
all environmental problems.
• Therefore, proper education and public awareness are necessary to tackle environmental
problems. Towards the end, environmental studies will provide sufficient knowledge about
the philosophy, genesis and consequences of local and global environmental problems and
the necessary knowledge for their abatement and control. Thus, for a sustainable
environment and for the survival of the present and future generations, environmental
education is necessary.
B. Importance of Environmental Education
Environmental education is an organized effort to teach the stakeholders, about functioning
of natural environment. It also teaches how human beings can manage their behaviour and
ecosystems in order to live sustainably.
Main objectives of Environmental education are:
1. To create awareness and sensitivity among public about the environment and
environmental challenges.
2. To show concern for the environment and help to maintain environmental quality.
3. To develop and teach skills to mitigate the environmental problems.
4. Environmental studies have become very important for the following reasons:
5. Environmental issues like global warming, ozone depletion, acid rain etc are now topics of
international importance.
6. Civilization and development is leading to environmental pollution.
7. There is a need for alternative technologies in all areas which produces less pollution.
8. There is a need to save biodiversity from extinction.
9. There is a need for sustainable development and peace in the world.
3
C. Need for Public Awareness-

Due to many discoveries and inventions from 16th century onwards, man has overexploited
the natural resource which has lead to many environmental problems such as acid rain,
ozone layer depletion, green house effects, landslides, cancer and other health problems.
Lack of awareness and less number of people participation leads to poor pollution
management which are the major reasons for climate instability and unhealthy ecosystem.
Hence, it is necessary to create awareness for the masses about environmental problems and
to protect the environment through implementing proper regulations.
In order to protect the environment from the pollution, the Supreme Court initiated
environmental awareness to the public through government and non-governmental
agencies.
• Public awareness of the environment means the ability to emotionally understand the
surrounding world, including the laws of the natural environment, sensitivity to all the
changes occurring in the environment, understanding of cause-and-effect relationships
between the quality of the environment and human behaviour, an understanding of how the
environment works as a system, and a sense of responsibility for the common heritage of the
Earth, such as natural resources - with the aim of preserving them for future generations.
• Environmental public awareness comes from a result of general knowledge, specialist
knowledge of a particular problem and also sensitivity to, and a sense of, responsibility for
the environment.
• It is shaped throughout the whole life of particular people living in a given local community,
performing specific work and having definite personal characteristics which have a deciding
effect on their sense of responsibility and ability to emotionally perceive the environment as
having value in itself.
• The knowledge acquired during school education and then systematically improved in
adulthood, is an essential factor in heightening the environmental awareness of an
individual and, at the same time, an indispensable condition for the development of a pro-
ecological lifestyle.
Environmental education and awareness can include any of the following types of
activities:
1.Reorienting current education and awareness programs to include environmental
dimensions;
2.Basic education and awareness programmes (e.g., in schools);
3. Adult and community education and awareness programmes; and
4.Education, training, and awareness programmes for professional, technical, and vocational
Let’s check the take away from this Lecture

I. Multiple Choice Questions (MCQ)
1. Word "Environment" is derived from:
(a) Italy (b) French
(c) German (d) English
4
2.The human activity, among the following, which causes maximum environmental
pollution having regional and global impact, is
(a) Industrialization (b) Urbanization
(c) Agriculture (d) Mining
3. 'Earth's Day' is celebrated every year on:

(a) Oct 26th (b) April 22nd
(c) June 5th (d) Dec 23rd
Exercise:
Q.3 What are the objectives of environmental education?
Q.4 State the importance of environmental education?
Questions for practice for the day:
Q.5 What are the objectives of environmental education?
Learning from the need for Public Awareness: Students will be able to write why
environmental science is important for engineers and how awareness can be created about
the same.
Lecture No.: 2
1.2 Depleting nature of Environmental Resources, Global
Environmental Crisis,
Learning Objective:
Student shall be able to:
1. Explain the degradation of environmental resources and eco balance.
2. Compare the availability of resources in the past and present.
3. Analyze depleting nature of natural resources.
1.2.1Depleting nature of Environmental Resources such as soil, water, minerals

and forests:
Resource depletion is the exhaustion of natural raw materials within a region. Resources are
commonly divided between renewable resources and non-renewable resources. Use of
either of these forms of resources beyond their rate of replacement is resource depletion.
This term is most commonly used in reference to farming, fishing, mining, water and fossil
fuels.
A. Depletion of soil resource:

Soil erosion, soil compaction, low organic matter, loss of soil structure, poor internal
drainage and soil acidity are various form of soil degradation.
Causes:
1) Deforestation
2) Overgrazing
3) Settlement of environmental pollutants on soil
5
4) Over use of irrigation and chemicals in agriculture
Effects:
1) Reduced crop production potential
2) Lower surface water quality
3) Damaged drainage networks
Solutions:
1) Good vegetation cove: Almost one third of the areas must be covered by vegetation so that
the effect of the rain showers and high-speed winds can be minimized.
2) Use of new irrigation practices like sprinkle irrigation
3) Use of sustainable agricultural techniques like use of bio-fertilizers, bio-pesticides, etc.
4) Educating farmers and stakeholders.
B. Depletion of water resource:

Depleting water level in natural aquifers and pollution of underground and surface water is
a serious problem today.
Causes:
1) Industries polluting surface water and underground water.
2) Disposal of municipal waste in river and nearby ponds.
3) Disposal of agricultural waste, pesticides, fertilizers, etc. in rivers and ponds.
4) Drought and changes in routine weather patterns.
Effects:
1) Loss of livestock during summer and drought.
2) Agricultural productivity loss.
3) Acute water scarcity for human population.
Solutions:
1) Rainwater harvesting
2) Use of more effective irrigation strategies such as Drip technique.
3) New sources by desalination of older ponds and wells.
C. Depletion of forest resources:

Deforestation is the clearing of natural forest by logging or burning of trees and plants in a
forested area. As a result of deforestation, presently about one half of the forests that once
covered the earth has been destroyed.
Causes:
1) Clearing forests for agricultural reasons.
2) Acquiring land for development of industries and urban development
3) Development like, construction of big dams where sizable forest land and vegetation cover
is submerged.
Impact:
1) Cause of global warming.
2) Causes soil erosion increasing risks of landslides.
6
3) Decrease in bio diversity.

Solutions:
1) Encouraging reforestation.
2) United nation and The World Bank have started reducing emission from Deforestation and
Forest Degradation Programmes that work specially with developing countries to use
subsidies or other incentives to encourage and educate citizens to use the forest in a more
sustainable way.
3) Enacting special legislation to protect the forest land and vegetation cover.
D. Depletion of Mineral Resources:
Minerals are non-renewable resource gift of nature where mining pollutes the environment
on a larger scale.
Causes
1)Lots of building materials are obtained from mines. Demand of stones, marble, granite etc.is
ever increasing.
2)The large-scale exploitation of minerals began in the industrial revolution around 1760 in
England and has grown rapidly ever since.
Impact:
1)Mining has resulted in more results to drill and search for other territories enriched with
minerals.
2)The environment is polluted and depletion of resources show multiplying effects.
3)Onshore mining process badly affects marine life.
Solution
1) Use of synthetic building material can reduce the load on natural stones.
2) Use of new technologies at thermal power plants, ignition engines, metallurgy etc. so that
big outputs can be obtained from low inputs.
3) Strong global and local legislations are required to reverse the train.
4) Government need to show stronger political will to preserve the resources.
1.2.2Global Environmental Crisis related to Population, Water, Sanitation and

Land:
a) Crisis Related to Population
• According to United States Census Bureau (USCB) estimates world population exceeded 7
billion on March 12, 2012. The world population has experienced continuous growth since
the end of the Great Famine and the Black Death in 1350, when it stood at around 370
million.
Current projections show a continued increase in population (but a steady decline in the
population growth rate) with the global population expected to reach between 7.5 and 10.5
billion by 2050.
• According to Malthus Law, population increases by geometrical ways but natural resources
increase by arithmetical way. Certainly, providing dignified life to all is the biggest
challenge.
• This huge population is at the centre of almost all environmental crises we are facing today.
Land, water, air, forest, livestock etc all are under tremendous pressure which escalates into
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socio-political conflicts. For e.g. every year Delhi and Haryana fight over release of water
from Haryana and shortage in Delhi.
• Increased population leads to:
(a)Shortage of natural resources
(b)Shortage of healthcare services
(c)Shortage of educational institutes
(d)Poor management of resources
(e) Increase in crime and other social problems
(f) Disturbing demographic structure of an area
(g)Poor status of female and poor
b) Crisis Related to Water

• When we talk about crisis about water, it includes, the issues related with quality as well as
quantity of water available to population. Due to poor sanitation and lack of public
awareness our available water sources are getting polluted beyond the curable limit.
• Rivers, wells and ponds are now polluted with heavy metals. Agriculture run off,
contaminated with lots of chemicals is polluting various food chains and food webs.
• Lots of politics in middle and west Asian countries revolves around source of potable water.
Israel, Syria, Egypt, Jordan etc. are suffering from acute water shortage.
• According to UNO, out of a population of more than 7 billion, more than 1 billion lack
access to potable water. The World Health Organization adds that at any time, up to half of
humanity has one of the six main diseases like diarrhoea, schistosomiasis, trachoma, or
infestation with as cares, guinea worm, or hookworm associated with poor drinking water
and inadequate sanitation.
• About 5 million people die each year from poor drinking water, poor sanitation, or dirty
home environment often resulting from water shortage.
• China, with 1.5 billion people, is the one area, worrying most people, most of the time. In
dry Northern China, the water table is dropping one meter per year due to over-pumping.
Chinese admit that around 300 cities are running short of water. They are diverting water
from agriculture and farmers are going out of business." Some Chinese rivers are so polluted
with heavy metals that they can't be used for irrigation.
• In India, home to more than 1.24 billion people, key aquifers are being over-pumped, and
the soil is growing saltier through contamination with irrigation water. Irrigation was a key
to increasing food production in India during the green revolution, and as the population
surges toward a projected 1.363 billion in 2025, its crops will continue to depend on clean
water and clean soil.
• Israel (population 6.2 million), invented many water-conserving technologies, but water
withdrawals still exceed resupply. Over-pumping of aquifers along the coast is allowing
seawater to pollute drinking water. L' e neighbouring Jordan, Israel is largely dependent on
the Jordan River for fresh water.
c) Crisis Related to Sanitation
• Water and sanitation are integrally related and equally important for a life of health and
dignity. Lack of safe sanitation is a major cause of contamination of water sources, so
without safe sanitation, safe drinking water is impossible.
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• Many diseases are caused by the lack of access to safe sanitation, or by poor quality water.
Safe water is essential for hygiene.
• UN General Assembly and the Human Rights Council explicitly recognize the human right
to water and sanitation. Sanitation facilities must be hygienically and technically safe to use.
• Sanitation facilities, in particular, have to be culturally acceptable. This will often require
gender-specific facilities, constructed in a way that ensures privacy and dignity. Water and
sanitation services must be accessible to everyone in the household or its vicinity on a
continuous basis. The price of sanitation and water services must be low.
• The following figure shows that a huge world population still lacks with hygienic sanitation
facilities. It means this much population is under the danger of water borne diseases. With
global efforts, the gap between served and un-served is likely to decrease.
• Sadly, the number of people without improved sanitation decreased by only 98 million
between 1990 and 2004.
• The global MDG sanitation target will be missed by more than half a billion people if the
trend 1990-2004 continues up to 2015.
d)Crisis Related to Land

• High population density leads to land crisis. Cities with high population densities are
considered to be overpopulated, depending on factors like quality of housing and
infrastructure, access to natural resources, better job prospects, education, health services,
recreational facilities etc.
• Majority of the most densely populated cities are in southern and eastern Asia, Cairo and
Lagos in Africa also fall into this category.
Rank Country/Region Population Area(km2) Density(Population/km2)

1. Bangladesh 142,325,250 147570 964
2. Taiwan 22,955,395 36190 634
3. South Korea 48,456,369 99538 487
4. Rawanda 10,718,379 26338 407
5. Netherlands 16,760,000 41526 404
6. India 1,210,193,422 3287263 368
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7. Belgium 11,007,020 30528 361

8. Japan 127,960,000 377944 339
9. Sri lanka 20,653,000 65610 315
10. Phillipines 92,330,000 299764 308
• Most of the above-mentioned countries have poor HDI (Human Development Index). In
most of these countries large part of population depends heavily on agriculture and other
land related economic activities. That is why there is tremendous pressure on agriculture
sector.
• Ever increasing population continuously exerts pressure on available land.

4. World population growth contributes to which of the following problems?
(a) environmental pollution. (b) health problems.
(c) decrease in biodiversity. (d) All the above.
5. The conservation of natural resources
(a) Was not encouraged in ancient India.
(b) was encouraged in ancient India.
(c) is recently being used in India.
(d) None of these.
6. The conservation of environment requires
(a) maintenance of biodiversity.
(b) maintenance of gaseous and material cycle.
(c) maintenance of ecological order and natural balance.
(d) All of these.
7. The following unit is not used to measure turbidity of water:
(a) NTU (b) ATU (c) JTU (d) FTU
8. The water temperature should preferably be less than degree Celsius.
(a) 10 (b) 15 (c) 25 (d) 30
9. A technique used to determine the concentration of odour compounds in a sample is
known as
(a) Stripping (b) Setting (c) Flushing (d) Chlorination
Ans:: 1(b) 2(c) 3(a)
10. The following unit is not used to measure turbidity of water:
(a) NTU (b) ATU (c) JTU (d) FTU
Ans: (b)
11. The water temperature should preferably be less than __ degree Celsius.
(a) 10 (b) 15 (c) 25 (d) 30
Ans: (c)
12. A technique used to determine the concentration of odour compounds in a sample is
known as
(a) Stripping (b) settling (c) Flushing (d) Chlorination
Ans:(a)
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13. In filtration, the amount of dissolved solids passing through the filters is
(a) Difference between total solids and suspended solids
(b) Sum of total solids and suspended solids
(c) Independent of suspended solids
(d) None of the above
Ans:(a)
14.The Total dissolved solids (TDS) can be reduced by the following method
(a) Distillation (b) Reverse osmosis
(c) Ion exchange (d) All of the above
Ans:(d)
15. According to the United States Geological Survey, water having less than 1000 ml/litre
of total dissolved solids is
(a) Fresh water (b) Slightly saline (c) Moderately saline (d) Brine water
Ans: (a)
16. The following cause alkalinity in natural water.
(a) Potassium carbonate (b) Potassium bicarbonate
(c) Sodium carbonate (d) All of the above
Ans: (d)
17. The following cause alkalinity as well hardness in natural water.
(a) Calcium carbonate (b) Calcium bicarbonate
(c) Magnesium carbonate (d) All of the above
Ans: (d)
18.According to EPA of USA, the following is not one of the six major pollutants?
(a) Ozone (b) Carbon monoxide (c) Nitrogen oxides (d) Carbondi-oxide
Ans:(d)
19. The Pollution Standard Index (PSI) scale has span from
(a) 0-200 (b) 0-300 (c) 0-400 (d) 0-500
Ans: (d)
20.Which of the following is an organic gas?
(a) Hydrocarbons (b) Aldehydes
(c) Ketones (d) Ammonia
Ans:(d)
21.Which of the following is/are inorganic gas (es)?
(a) Carbon monoxide (b) Hydrogen sulphide
(c) Chlorine (d) All of the above
Ans: (d)
22. The major contributor of Carbon monoxide is
(a) Motor vehicle (b) Industrial processes
(c) Stationary fuel combustion (d) None of the above
Ans: (a)
23. Fugitive emissions consist of
(a) Street dust (b) Dust from construction activities
(c) Dust from farm cultivation (d) All of the above
Ans: (d)
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24. Ozone of found in

(a) Mesosphere (b) Ionosphere (c) Stratosphere (d) Exosphere
Ans: (c)
25. Ozone is formed in the upper atmosphere by a photochemical reaction with
(a) Ultra violet solar radiation
(b) Infra-red radiation
(c) Visible light
(d) All of the above
Ans:(a)
26.The principal source of volatile organics (Hydrocarbons) is
(a) Transportation (b) Industrial processes
(c) Stationary fuel combustion (d) Volcanoes
Ans:(b)
27. The function of automobile catalytic converter is to control emissions of
(a) carbon dioxide and hydrogen
(b) carbon monoxide and hydrogen
(c) carbon monoxide and carbon dioxide
(d) carbon monoxide and nitrogen dioxide
Ans:(b)
28. The list of industrial sources of air pollution and their emissions are given. Match the
following.
A. Ammonia 1. Carbon monoxide
B. Plating 2. Particulates
C. Fertilizers 3. Metal fumes
The correct order is
(a) A-1, B-2, C-3 (b) A-3, B-2, C-1 (c) A-1, B-3, C-2 (d) A-3, B-1, C-2
Ans: (c)
Solved Questions:
Q.6Which are the major global environmental crises?
Ans.: The major global environmental crises are as follows.
1. Pollution: Pollution of air, water and soil require millions of years to recoup. Industry and
motor vehicle exhaust are the number one pollutants. Heavy metals, nitrates and plastic are
toxins responsible for pollution.
2. Global Warming: Climate changes like global warming is the result of human practices like
emission of Greenhouse gases. Global warming leads to rising temperatures of the oceans
and the earth’ surface.
3. Overpopulation: The population of the planet is reaching unsustainable levels as it faces
shortage of resources like water, fuel and food.
4. Deforestation: Deforestation simply means clearing of green cover and make that land
available for residential, industrial or commercial purpose.
5. Waste Disposal: The over consumption of resources and creation of plastics are creating a
global crisis of waste disposal.
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Q.7What is the depletion of resources? Explain depletion of mineral resources.

Ans.: Resource depletion can be defined as the exhaustion of natural raw materials within a
region. Resources are commonly divided between renewable resources and non-renewable
resources. Minerals are non-renewable resource gift of nature where mining pollutes the
environment on a larger scale.
Causes
1. Lots of building materials are obtained from mines. Demand of stones, marble, granite
etc. is ever increasing.
2. The large-scale exploitation of minerals began in the industrial revolution around 1760 in
England and has grown rapidly ever since.
Impact:
1. Mining has resulted in more results to drill and search for other territories enriched with
minerals.
2. The environment is polluted and depletion of resources show multiplying effects.
3. Onshore mining process badly affects marine life.
Solution
1. Use of synthetic building material can reduce the load on natural stones.
2. Use of new technologies at thermal power plants, ignition engines, metallurgy etc. so that
big outputs can be obtained from low inputs.
3. Strong global and local legislations are required to reverse the train.
4. Government need to show stronger political will to preserve the resources.
Exercise:
8. Explain the deteriorating condition of natural resources.
9. State the causes and effects of depletion of natural resources and suggest measures to
prevent it.
10. How increasing population is exerting extra pressure on land, forest and mineral
resources?
Learning from the Global Environmental Crisis related to Population, Water, Sanitation
and Land: Students will be able to write list factors that are causing depletion of resources
such as soil, water, minerals and forests and explain a crisis related to each.
Lecture -3
1.3 Ecosystem Concept, Definition,-Classification, Types, Structure
and function, Food chain, Food Web and Ecological Pyramid
Learning Objective:
Student shall be able to:1.Describe and draw ecosystem.2.Develop eco-friendly way of
living.
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1.3.1 Ecosystem
A. Concept:
An ecosystem, a term very often used in biology, is a community of plants and animals
interacting with each other in a given area, and also with their non-living environments. The
non-living environments include weather, earth, sun, soil, climate and atmosphere. The
ecosystem relates to the way that all these different organisms live in close proximity to each
other and how they interact with each other. For instance, in an ecosystem where there are
both rabbits and foxes, these two creatures are in a relationship where the fox eats the rabbit
in order to survive. This relationship has a knock on effect with the other creatures and
plants that live in the same or similar areas. For instance, the more rabbits that foxes eat, the
more the plants may start to thrive because there are fewer rabbits to eat them.
B. Definition
The living community of plants and animals in any area together with the non-living
components of the environment such as soil, air and water, constitute the ecosystem
Some ecosystems are fairly robust and are less affected by a certain level of human
disturbance. Others are highly fragile and are quickly destroyed by human activities.
Mountain ecosystems are extremely fragile as degradation of forest cover leads to severe
erosion of soil and changes in river courses. Island ecosystems are easily affected by any
form of human activity which can lead to the rapid extinction of several of their unique
species of plants and animals.
1.3.2. A. Ecosystem: - Types of ecosystems

(i) Terrestrial Ecosystems - Terrestrial ecosystems are many because there are so many
different sorts of places on Earth. Some of the most common terrestrial ecosystems that are
forest ecosystem, desert ecosystem, grassland and mountain ecosystems.
(ii) Aquatic Ecosystems- An ecosystem which is located in a body of water is known as an
aquatic ecosystem. Aquatic ecosystem can be broadly classified into Marine Ecosystem and
Freshwater Ecosystem.
Marine Ecosystem
These ecosystems are the biggest of all ecosystems as all oceans and their parts are included
in them. They contain salt marshes, intertidal zones, estuaries, lagoons, mangroves, coral
reefs, the deep sea, and the sea floor.
Freshwater Ecosystem
Freshwater ecosystem includes lakes, rivers, streams, and ponds. Lakes are large bodies of
freshwater surrounded by land.
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B. Classification of Ecosystem:
C. Ecosystem: - Structure and function of an ecosystem

a) Structural aspects
Components that make up the structural aspects of an ecosystem include:
1) Inorganic aspects – C, N, CO2, H2O.
2) Organic compounds – Protein, Carbohydrates, Lipids – link abiotic to biotic aspects.
3) Climatic regimes – Temperature, Moisture, Light & Topography.
4) Producers – Plants.
5) Macro consumers – Photographs – Large animals.
6) Micro consumers – Saprotrophs, absorbers– fungi.
Functional aspects
1) Energy cycles.
2) Food chains.
3) Diversity-inter linkages between organisms.
4) Nutrient cycles-biogeochemical cycles.
5) Evolution.
b) Food chain, Food Web and Ecological Pyramid
A food chain is a linear consequence of links in a food web starting from a species that eats
no other species in the web and ends at a species that is eaten by no other species in the web.
A food chain differs from a food web, because the complex polyphagous network of feeding
relations are aggregated into trophic species and the chain only follows linear monophagous
pathways. A common metric used to quantify food web trophic structure is food chain
length. In its simplest form, the length of a chain is the number of links between a trophic
consumer and the base of the web and the mean chain length of an entire web is the
arithmetic average of the lengths of all chains in a food web.
The most obvious aspect of nature is that energy must pass from one living organism to
another. When herbivorous animals feed on plants, energy is transferred from plants to
animals. In an ecosystem, some of the animals feed on other living organisms, while some
feed on dead organic matter; the latter form the ‘detritus’ food chain. At each linkage in the
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chain, a major part of the energy from the food is lost for daily activities. Each chain usually
has only four to five such links. However, a single species may be linked to a large number
of species.
Fig.2: Food Chain

c) The food webs: -
In an ecosystem there are a very large number of interlinked chains. This forms a food web.
If the linkages in the chains that make up the web of life are disrupted due to human
activities that lead to the loss or extinction of species, the web breaks down.
Fig.3: Food web in forest

d) Ecological pyramid: -
An ecological pyramid (also trophic pyramid or
energy pyramid) is a graphical representation
designed to show the biomass or biomass
productivity at each trophic level in a given
ecosystem.
Biomass is the amount of living or organic matter
present in an organism. Biomass pyramids show
how much biomass is present in the organisms at
each trophic level, while productivity pyramids
show the production or turnover in biomass.
Fig.4: Ecological pyramid
Ecological pyramids begin with producers on the bottom (such as plants) and proceed
through the various trophic levels (such as herbivores that eat plants, then carnivores that
eat herbivores, then carnivores that eat those carnivores, and so on). The highest level is the
top of the food chain.
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e) Pyramid of biomass: -
An ecological pyramid of biomass shows the relationship between biomass and trophic level
by quantifying the biomass present at each trophic level of an ecological community at a
particular time. It is a graphical representation of biomass (total amount of living or organic
matter in an ecosystem) present in unit area in different tropic levels. Typical units are
grams per meter2, or calories per meter2.
The pyramid of biomass may be "inverted". For example, in a pond ecosystem, the standing
crop of phytoplankton, the major producers, at any given point will be lower than the mass
of the heterotrophs, such as fish and insects. This is explained as the phytoplankton
reproduces very quickly, but has much shorter individual lives.
One problem with biomass pyramids is that they can make a trophic level appear to contain
more energy than it actually does. For example, all birds have beaks and skeletons, which
despite having mass are not eaten by the next trophic level.
f) Pyramid of productivity: -
An ecological pyramid of productivity is often more useful, showing the production or
turnover of biomass at each tropic level. Instead of showing a single snapshot in time,
productivity pyramids show the flow of energy through the food chain. Typical units are
grams per meter in per year or calories per meter in per year. As with the others, this graph
shows producers at the bottom and higher trophic levels on top.
When an ecosystem is healthy, this graph produces a standard ecological pyramid. This is
because in order for the ecosystem to sustain itself, there must be more energy at lower
trophic levels than there is at higher trophic levels. This allows organisms on the lower
levels to not only to maintain a stable population, but also to transfer energy up the
pyramid. The exception to this generalization is when portions of a food web are supported
by inputs of resources from outside the local community. In small, forested streams, for
example, the volume of higher levels is greater than could be supported by the local primary
production.
When energy is transferred to the next trophic level, typically only 10% [citation needed] of
it is used to build new biomass, becoming stored energy (the rest going to metabolic
processes). In this case, in the pyramid of productivity each step will be 10% the size of the
previous step (100, 10, 1, 0.1, 0.01).
f) The advantages of the pyramid of productivity as a representation:

1. It takes account of the rate of production over a period of time.
2. Two species of comparable biomass may have very different life spans. Thus, a direct
comparison of their total biomasses is misleading, but their productivity is directly
comparable.
3. The relative energy chain within an ecosystem can be compared using pyramids of
energy; also, different ecosystems can be compared.
4. There are no inverted pyramids.
5. The input of solar energy can be added.
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Fig.5: Pyramid of productivity

The disadvantages of the pyramid of productivity are as follows:
1. The rate of biomass production of an organism is required, which involves measuring
growth and reproduction through time.
2. There is still the difficulty of assigning the organisms to a specific tropic level. As well as
the organisms in the food chains there is the problem of assigning the decomposers and
detritivores to a particular tropic level.
3. Nonetheless, productivity pyramids usually provide more insight into an ecological
community when the necessary information is available.
g) Pyramid of numbers: -
An ecological pyramid of numbers shows graphically the population of each level in a
food chain. The diagram to the right shows a (nonfictional) example of a five level
pyramid of numbers: 10,000 fresh water shrimps support 1,000 bleak, which in turn
support 100 perches followed by 10 northern pikes and finally one osprey. However, this
is inconsistent with the scenario that 10% of each trophic level passes to the next one,
since mature individuals of each of these species have very different masses.
Let’s check the take away from this lecture

29. The term ecosystem was first proposed by
(A)Costanza (B) Tyler Miller
(C)A.G. Tansley (D) Jacob Van Verkul
30. The sequence of eating and being eaten in an ecosystem is called
(A) food chain (B) carbon cycle
(C) sulphur cycle (D) hydrological cycle
31. The two major components of ecosystem are
(A) Abiotic and biotic (B) Cyclic and biologic
(C) Adiabatic and isotropic (D) Ecologic and climatologic
Solved Question:
Q.11what is ecosystem?
Ans. An ‘Ecosystem’ is a region with a specific and recognizable landscape form such as
forest, grassland, desert, wetland or coastal area.
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Q.12 Discuss the need of public awareness in environmental protection.

Ans.Need for Public Awareness- Due to many discoveries and inventions man has
overexploited the natural resource which leads to many environmental problems such as
acid rain, ozone layer depletion, greenhouse effect, landslides, cancer and other health
problems. Lack of awareness and less number of people participation leads to poor
pollution management which are the major reasons for climate instability and unhealthy
ecosystem. Hence, it is necessary to create awareness to the public about environmental
problems and to protect the environment.
Exercise:
13. Define food web, food chain and describe their importance in ecosystem.
14. Write a short noteonPyramid of productivity: -
15.Define food web, food chain and describe their importance in ecosystem.
Learning from the Ecosystem: Students will be able to explain the concept of ecosystem,
define it, explain its classification and types; and will be able to draw the food chain and
ecological pyramid and explain them.
Lecture 4
1.4 Concept of ecological succession, Case Study:
Learning Objective:
1. Define the Concept of ecological succession.
2. State the impact of ecological succession on human beings.
3. Develop eco-friendly way of living.
1.4.1 Concept of ecological succession
"Ecological succession" is the observed process of change in the species structure of an
ecological community over time. Within any community some species may become less
abundant over some time interval, or they may even vanish from the ecosystem altogether.
Similarly, over some time interval, other species within the community may become more
abundant, or new species may even invade into the community from adjacent ecosystems.
This observed change over time in what is living in a particular ecosystem is "ecological
succession.
A. Impact of ecological succession on human beings
Ecological succession is a force of nature. Ecosystems, because of the internal species
dynamics and external forces mentioned above, are in a constant process of change and re-
structuring. To appreciate how ecological succession affects humans and also to begin to
appreciate the incredible time and monetary cost of ecological succession, one only has to
visualize a freshly tilled garden plot. Clearing the land for the garden and preparing the soil
for planting represents a major external event that radically re-structures and disrupts a
previously stabilized ecosystem. The disturbed ecosystem will immediately begin a process
of ecological succession. Plant species adapted to the sunny conditions and the broken soil
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will rapidly invade the site and will become quickly and densely established. These
invading plants are what we call "weeds". Now "weeds" have very important ecological
roles and functions (see, for example, the "Winter Birds" discussion), but weeds also
compete with the garden plants for nutrients, water and physical space. If left unattended, a
garden will quickly become a weed patch in which the weakly competitive garden plants
are choked out and destroyed by the robustly productive weeds. A gardener's only course of
action is to spend a great deal of time and energy weeding the garden. This energy input is
directly proportional to the "energy" inherent in the force of ecological succession. If you
extrapolate this very small scale scenario to all of the agricultural fields and systems on
Earth and visualize all of the activities of all of the farmers and gardeners who are growing
our foods, you begin to get an idea of the immense cost in terms of time, fuel, herbicides and
pesticides that humans pay every growing season because of the force of ecological
succession.
1.4.2Case Study: Chipko Movement (Uttarakhand, India),( began in 1973)
Pic.1: Chipko movement

The Chipko Movement was started in the northern Himalayan segment, the area that is well
known as Uttarakhand. The word “chipko” refers “to stick” or “to hug”. The name of the
movement comes from a word meaning “embrace”: where the villagers hug the trees, saving
them by interposing their bodies between them and the contractors’ axes.
This became popular as “Chipko movement”. Chipko movement is a grassroot level
movement, which started in response to the needs of the people of Uttarakhand. The rate of
heavy depletion of forests was resulting in destruction, arid- making the Himalayan
mountain range barren. Moreover, the construction of dams, factories and roads had already
led to deforestation.
Most of the leaders of the Chipko Movement were village women and men who strove to
save their means of subsistence and their communities. Sunderlal Bahuguna, a renowned
20
Gandhian, with a group of volunteers and women started the non-violent protest by
clinging to the trees to save them from felling.
This gave a start to the “Chipko Movement”. The main objective of this movement was to
ensure an ecological balance and the survival of the tribal people whose economic activities
revolved around these forests. His appeal to Mrs. Gandhi resulted in the green-felling ban.
The 5,000-km trans-Himalaya foot march in 1981-1983 was crucial in spreading the Chipko
message. Bahuguna coined the Chipko slogan: “ecology is permanent economy”. Chandi
Prasad Bhatt, one of the earliestChipko activists, fostered local industries based on the
conservation and sustainable use of forest wealth for local benefit. Dhoom Singh Negi, with
Bachni Devi and many village women, first saved trees by hugging them in the “Chipko
embrace”.
They coined the slogan:
“What do the forests bear” soil, water, and pure air”. GhanashyamRaturi, the Chipko poet,
whose songs echo throughout the Himalayas of Uttar Pradesh and InduTikekar, a doctor of
philosophy, whose spiritual discourses throughout India on the ancient Sanskrit scriptures
and on comparative religion have stressed the unity and oneness of life, put the Chipko
Movement in this context and there are other prominent leaders of the movement.
The first Chipko action took place spontaneously in April 1973 in the village of Mandal in
the upper Alakananda valley, and over the next five years it spread too many districts of the
Himalayas in Uttar Pradesh. It was sparked off by the government’s decision to allot a plot
of forest area in the Alakananda valley to a sports goods company.
This angered the villagers, because their demand to use wood for making agricultural tools
had been denied earlier. With encouragement from a local NGO (Non-Governmental
Organization), DGSS (Dasoli Gram Swarajya Sangh), the women of the area, under the
leadership of an activist, Chandi Prasad Bhatt, went into the forest and formed a circle
around the trees preventing men from cutting them down.
The Uttarakhand region is a highly remote area due to its precipitous slopes, with thin and
fragile soils. The area is highly resourced with abundant water resources and forests. The
people living in this region are farmers, whose major occupations are terrace cultivation and
animal husbandry. The extensive network of roads, which have been built after the Indo-
Chinese border conflict, made accessibility to this region easier.
As a result, the Uttarakhand region, which is known for rich minerals, soils, and forests,
attracted many entrepreneurs. Soon the area became the object of exploitation by these
entrepreneurs. Some products for which the region was exploited were timber, limestone,
magnesium, potassium, etc. The major source of conflicts in this region was the exploitation
of the forests by the entrepreneurs with the approval of the government.
The other reason for such conflicts was that the villagers were earlier denied the use of
forests. The streamlined policies did not allow the local agriculturists and herders to cut the
trees for fuel wood or for fodder and for certain other purposes.
Instead, they were told that dead trees and fallen branches would serve their needs. The
agriculturists or herders could cut trees only for the construction of houses and for making
implements. The policies were reframed, claiming that the overuse and misuse of the forests
was causing deforestation.
21
Moreover, the timber and charcoal contractors conspired among themselves and blamed the
local people for deforestation. The villagers, with the help of social workers, established
labor and small-scale-producer co-operatives, which aimed at allowing the local people to
share the benefits of development.
There continued long arguments between the villagers, timber contractors, social workers,
and the personnel of the forest department. The first spark of the movement started in 1972
at Gopeshwar in Chamoli district when a local co-operative was not given permission to cut
12 ash trees for the purpose of building houses and for tool-making. Instead, the
government sold the ash trees to a sports-goods manufacturing company for the purpose of
making bats and tennis rackets.
The villagers appeal to the government went in vain. In protest, the villagers adopted a non-
violent method and they stuck themselves to the trees to protect them from being felled. The
villagers were successful in their effort and the government cancelled the permit given to the
sports-goods manufacturing company. Thus, it is started the Chipko Movement.
Such other incidents have become successful and the movement soon spread to other areas.
The Chipko activists formed into groups and campaigned from village to village and
informed people about the purpose and importance of the movement. The movement has
been diversifying its activities. It is now collecting funds to take up research on the issues of
forests, soil, and water conservation.
The Chipko protests in Uttar Pradesh achieved a major victory in 1980 with a 15-year ban on
green felling in the Himalayan forests of that state by the order of Mrs. Indira Gandhi, the
then Prime Minister of India. Since then, the movement has spread to many states in the
country.
In addition to the 15-year ban in Uttar Pradesh, felling in the Western Ghats and the
Vindhyas has been stopped. It has also generated pressure for a natural resource policy that
is more sensitive to peoples, needs and ecological requirements.
Thus, the Chipko Movement is an important environmental movement, which has gained
considerable popularity and success by adopting a Gandhian non-violent method. The
movement paved the way for many such environmental movements in the country.

32. The final stage of of ecological succession is a...
A) climax community
B) pioneer species
C) secondary succession
D) primary succession
32. The first species to inhabit an area after a disturbance is a...
primary succession climax community secondary succession
D) pioneer species
Solved Questions.
16. Explain the types of ecological succession.
Ans: There are two types of ecological succession.
22
1. Primary Succession:
It is characterised as initial stage of development of an ecosystem which begins with the
creation of a community on such a location which was previously unoccupied by living
organism. E.g., Formation of certain type of forests of dried lava..
2. Secondary Succession:
It is characterised as a stage of re establishment of an ecosystem which existed earlier but
was destroyed due to some natural calamities like fire, flood, etc. Such re establishment
occurs due to the presence of seeds and organic matte’ of biological community in soil.
E.g., Vegetation grows once again which was destroyed due to flood.
Exercise:
17. Explain the concept ecological succession.
18. What are the causes of ecological succession?
Learning from the lecture: Students will be able to learn the concept ecological
succession as well as they will also learn impact of ecological succession on human
beings and develop the sense of eco-friendly way of living
Add to Knowledge (Content Beyond Syllabus)

Environmental management system
Environmental management system (EMS) refers to the management of an
organization's environmental programs in a comprehensive, systematic, planned and
documented manner. It includes the organizational structure, planning and resources
for developing, implementing and maintaining policy for environmental protection.
More formally, EMS is "a system and database which integrates procedures and
processes for training of personnel, monitoring, summarizing, and reporting of
specialized environmental performance information to internal and external
stakeholders of a firm."
The most widely used standard on which an EMS is based is International Organization
for Standardization (ISO) 14001. Alternatives include the EMAS.
An environmental management information system (EMIS) is an information

technology solution for tracking environmental data for a company as part of their
overall environmental management system.
1.4.3Learning Outcomes:
1. Know:
Student should be able to
a) Define environment, ecosystem, pollution, etc.
b) List the environmental problems and crises.
c) State meaning, importance and need of the environmental studies.
23
2. Comprehend:
a) Describe and draw the ecosystem with its food chain, food web and ecological pyramid.
b) Explain the depleting nature of environmental resources and eco balance.
c) Compare the availability of resources in the past and present.
d) Understand the nuances of environmental problems.
3. Apply, Analyze and synthesize:
a) Avoid the unnecessary use of natural resources.
b) Analyze depleting nature of natural resources.
c) Develop eco-friendly way of living.
1.4.4 Short Answer Questions:
1. Explain impact of ecological succession on human beings
2. Explain global environmental crisis related to Population, Water, Sanitation and Land.
1.4.5 Long Answer question:
1. Explain objectives and importance of Environmental Education.
2. Write in detail about the case study on Chipko Movement.
3. State the causes and effects of depletion of natural resources and suggest measures to
prevent it.
1.4.6 University Questions Sample Answers:
Q. 1. Explain the impact of ecological succession on human beings
Ecological succession is a force of nature. Ecosystems, because of the internal species
dynamics and external forces mentioned above, are in a constant process of change and
re-structuring. To appreciate how ecological succession affects humans and also to begin
to appreciate the incredible time and monetary cost of ecological succession, one only has
to visualize a freshly tilled garden plot. Clearing the land for the garden and preparing
the soil for planting represents a major external event that radically re-structures and
disrupts a previously stabilized ecosystem. The disturbed ecosystem will immediately
begin a process of ecological succession. Plant species adapted to the sunny conditions
and the broken soil will rapidly invade the site and will become quickly and densely
established. These invading plants are what we call "weeds". Now "weeds" have very
important ecological roles and functions (see, for example, the "Winter Birds" discussion),
but weeds also compete with the garden plants for nutrients, water and physical space. If
left unattended, a garden will quickly become a weed patch in which the weakly
competitive garden plants are choked out and destroyed by the robustly productive
weeds. A gardener's only course of action is to spend a great deal of time and energy
weeding the garden. This energy input is directly proportional to the "energy" inherent in
the force of ecological succession. If you extrapolate this very small scale scenario to all of
the agricultural fields and systems on Earth and visualize all of the activities of all of the
farmers and gardeners who are growing our foods, you begin to get an idea of the
immense cost in terms of time, fuel, herbicides and pesticides that humans pay every
growing season because of the force of ecological succession.
1.4.7
24
University Questions:
1. Discuss the global environmental crisis. (May 2016)
How is environmental education important for sustainable development? (May 2016)
3. Write a note on depleting nature of environmental resources- minerals. (May 2016)
4. Discuss the importance of environmental study. (May 2016)
5. What are the reasons and effects of depletion of natural forest resources? (Dec 2016)
6. Explain how environmental education is an important measure for sustainable
development. (Dec 2016)
7. Why there is global environmental crisis pertaining to water? (Dec 2016)
1.4.8 References
1. Environmental Studies by. Anandita Basak, Pearson Education.
2. Essentials of Environmental Studies by Kurian Joseph &Nagendran, Pearson
Education.
3. Fundamentals of Environmental Studies by Varadbal G. Mhatre, Himalaya Publication
House.
Self-Assessment
1.Write notes on threats to biodiversity
2.Write briefly about conservation of biodiversity
3.Define and differentiate between food chain and food web with a diagram
25
Self-Evaluation
Name of
Student
Class
Roll No.
Subject
Module No.
S.No Tick
Your choice
1. Do you understand why environmental o Yes
science is important for engineers and o No
why awareness should be created about
it?
2. Will you able to list different factors that o Yes

are leading to depletion of resources like o No
soil, mineral, water, land etc?
3. Will you able to find the trigonometric o Yes

expansion in form of power and multiple o No
anggive examples of crisis faced due to
depletion of environmental resources?
4. Do you understand the concept of eco o Yes

system? o No
5. Do you understand this module ? o Yes, Completely.

o Partialy.
o No, Not at all.
26
MODULE: 2
ASPECTS OF SUSTAINABLE DEVELOPMENT
Lecture: 5
2.1 Concept of Sustainable Development
2.1.1 Motivation:
The concept of sustainable development meets the needs of the present generation without
depriving the needs of the future generation. It has been in the agenda of many political
leaders, educators, NGOs and green groups. Living in the age of knowledge explosion, we
want to receive the most updated information and idea to sustain our environment in the
healthiest way. The environment does not exist as a sphere, separate from human actions,
ambitions, needs and attempts. To defend this ideology in isolation from human concerns have
given the word “environment” a connotation of naivety in some political circles.
2.1.2 Syllabus: Sustainable Development
Lecture Title Duration Self study
Hrs Hrs
5 Concept and Definition of Sustainable Development 1Hr 2Hrs
6 Social, Economical and Environmental aspects of 1Hr 2Hrs
sustainable development.
7 Control Measures: 3 R (Reuse, Recovery and Recycle) 1Hr 2Hrs
8 Resource utilization as per the carrying capacity. 1Hr 2Hrs
Case Study on Narmada Bachao Andolan (Gujarat, India,

in the mid and late 1980s).
2.1.3 Weightage: 10-15 Marks

1. Define sustainable development and its aspects, control measures and resource
utilization
2. Explain the difference between sustainable and unsustainable development
3. Describe social, economic and environmental aspects of sustainable development
4. Apply 3R control measures in day to day life
5. Utilize resources as per the carrying capacity
2.1.5 Prerequisite:
Sustainability is related to the quality of life in a community -- whether the economic, social and
environmental systems that make up the community are providing a healthy, productive,
meaningful life for all community residents, present and future. The environment should be
seen as an asset, a stock of available wealth but if the present generation spends this wealth
without investment for the future then the world will run out of resources.
27
Module 2: Aspects of Sustainable Development
2.1.6. Abbreviations:
NA
2.1.7 Formulae:
NA
2.1.8 Key Definitions:
1. Environment: The term, environment encompasses all living and non-living things
occurring naturally on Earth or some region.
2. Sustainable development: Meeting the needs of the present generation without
compromising the ability of future generations is known as sustainable development. It is
important to meet the needs.
3. Reduce: It is to buy less and use less. It means to incorporate common sense ideas like
turning off the lights, rain barrels, and taking shorter showers, but also plays a part
in composting/grass cycling (transportation energy is reduced), low-flow toilets, and
programmable thermostats. It includes the terms like Re-think, Recycle, Carpool, Efficient,
and Environmental Footprint.
4. Reuse: The elements of the discarded items are used again. Initiatives include waste
exchange, hand-me-downs, garage sales, quilting, travel mugs, and composting (nutrients).
It includes the terms laundry, repair, re-gift, and up-cycle.
5. Recycle: Discards are separated into materials that may be incorporated into new products.
This is different from Reuse, where energy is used to change the physical properties of the
material. Initiatives include Composting, Beverage Container Deposits and buying products
with a high content of post-consumer material.
2.1.9 Introduction
The term sustainable development became very famous in the 1980s. Sustainable Development
can be defined as maintenance and sustainable utilization of the functions (goods and services)
provided by natural ecosystems and biospheric processes. "Sustainable development is that
which meets the needs of the present, without compromising the needs of future generations."
Sustainable Development includes:
1. Creating conditions conducive to the growth of peoples’ self-esteem through the
establishment of social, political and economic systems
2. The pattern of development should be such that future generations would also be to meet
their needs- this may include the productivity of various ecosystems, the availability of
resources, the quality of atmosphere, the nature of the climate etc.
3. Increasing people’s freedom to choose by enlarging the range of their choice variables, e.g.
varieties of goods and services.
2.1.10 Sustainable Development
Sustainable development means ensuring dignified living conditions regarding human rights
by creating and maintaining the widest possible range of options for freely defining life plans.
The principle of fairness among and between present and future generations should be
considered in the use of environmental, economic and social resources.
28
Sustainability is just another way of saying “the good life” as a combination of (a) a high level
of human well-being, and (b) the high level of ecosystem well-being that supports it. The main
features that all the above definitions have (either explicitly or implicitly) are as follows:
1. A desirable human condition: a society that people want to sustain because it meets their
needs.
2. An enduring ecosystem condition: an ecosystem that maintains its capacity to support
human life and others.
3. A balance between present and future generations; and within the present generation.
For growth, we need resources and the rate of depletion of resources cannot be matched with
the regenerating capacity of earth, as it is finite, not-growing and materially closed. Therefore,
Sustainable growth is an impossible theorem!
Fig.1: Relationship between target dimensions and key indicators

A. Sustainable Consumption:
This is about finding workable solutions to social and environmental imbalances through a
more responsible behaviour. In particular, sustainable consumption is related to production
and distribution, use and disposal of products and services and provides the means to rethink
our lifecycle.
29
B. Sustainability
Sustainability is the action oriented variant of Sustainable Development. There are some
principles of sustainability which include the following:
1. Protecting Nature
2. Thinking long-term
3. Understanding systems within which we live
4. Recognizing limits
5. Practicing fairness
6. Embracing creativity
Exercise
Q.1 Explain the definition and concept of sustainable development.
Q. 2 Explain relationship between target dimensions and key indicators
Q.3 Write a short note on Sustainable Consumption.
1) Sustainable development is
a. Changing standards of life
b. Ensuring the dignified living conditions
c. Development of polluted environment
Learning from the lecture ‘Concept of Sustainable Development’:
Student will able to define the term sustainable development and consumption with its
aspects.
2) Sustainable consumption is related to
a. production and distribution
b. use and disposal of products
c. both a & b
Lecture: 6
2.2 Social, Economic and Environmental aspects of Sustainable Development.
Learning Objective: In this lecture students will be able to learn about social, economic and
environmental aspects of sustainable development.
30
2.2.1 Social, Economic and Environmental Aspect of Sustainable Development
Fig.1. Three Spheres of Sustainability (Adapted from the U.S. Army Corps of Engineers and
Others)
A. Environmental Sustainability:
The word “environmental,” however, is almost always used in reference to human interaction
with the ecosystem. To increase precision, it thus seems reasonable to view “environmental” as
a subset of the broader concept of “ecological,” i.e., the intersection of human activities and
ecological systems. Sustainability is the ability to continue a defined behaviour indefinitely.
More specifically, environmental sustainability could be defined as a condition of balance,
resilience, and interconnectedness that allows human society to satisfy its needs while neither
exceeding the capacity of its supporting ecosystems to continue to regenerate the services
necessary to meet those needs nor by our actions diminishing biological diversity.
a) Supporting Principles of Environmental Sustainability
People around the world depend greatly on the natural environment for their health and
livelihoods— especially people in developing countries. A healthy environment supplies the
necessities of life, like water, food and air. It also provides resources for economic growth and
the means to fight natural hazards. The well-being of developing countries is often linked to the
state of the natural environment and the opportunities it offers.
But globally, many inter-connected environmental issues have been worsening recently. They
include: air and water pollution, climate change, soil degradation, over-exploitation of natural
resources, biodiversity loss, deforestation, desertification and ocean acidification.
At the root of these problems are factors such as poor water quality and access, vector-borne
diseases and exposure to toxic chemicals. These factors cause much death, disease and disability
worldwide, particularly in developing countries.
These environmental challenges are making the relationship between environmental
sustainability and poverty reduction stronger. So are new economic opportunities related to
31
green growth and technology? This is why it is important to help developing countries to
improve and sustainably manage their natural environment.
The primary purpose for this effort to develop a definition of environmental sustainability was
to help environmental professionals and others operationalize a portion of the concept
sustainable development as set forth in our common future.
The general understanding and conditions proposed in the preceding section do provide more
clarity of purpose and direction but do not include instructions for serving that purpose or
following that direction.
b) Societal Needs
The social dimension of sustainable development is concerned primarily with poverty
reduction, social investment and the building of safe and caring communities. In addition to
clear goals, sustainable development provides guidance as to possible means. A wide range of
resources should be harnessed in the achievement of these objectives. Complex problems are
best tackled through multi-sectoral solutions. It should be stressed, however, that these
proposals are an interpretation of the social dimension of sustainable development. There is no
‘right’ answer – or single correct reading of this term. These proposals represent one view as
seen as through a three-dimensional lens.
Social investment is a prerequisite to economic development; a vibrant economy requires a
healthy and educated workforce. Canada ranks near the top of the world in terms of wealth as
represented by natural resources. But the World Bank notes that the future success of nations
depends on the extent to which they invest in human resources [World Bank 1998/99]. Two
major areas for social investment are health and education, which we need to focus on. There is
also a need to design and deliver products and services that contribute to a more sustainable
economy.
B. Economical Sustainability:
Similar to environmental sustainability, economic sustainability involves creating economic
value out of whatever project or decision you are undertaking. Economic sustainability means
that decisions are made in the most equitable and fiscally sound way possible while considering
the other aspects of sustainability. In most cases, projects and decisions must be made with the
long term benefits in mind (rather than just the short term benefits). Keep in mind that when
only the economic aspects of something are considered, it may not necessarily promote true
sustainability.
For many people in the business world, economic sustainability or growth is their main focal
point. On the large scale (globally or even locally), this narrow-minded approach to
management of a business can ultimately lead to unsatisfactory results. However, when good
business practices are combined with the social and environmental aspects of sustainability,
you can still have a positive result that is for the greater good of humanity.
There are several key ideas that make up economic sustainability. For example, governments
should look to promoting "smart growth" through no-nonsense land use planning and subsidies
or tax breaks for green development. Strong financial support for universities, education
programs, and research & development is an important part of economic sustainability as well.
32
In addition to this, an emphasis should also be placed on other areas such as reducing
unnecessary spending and cutting red tape.
For social and environmental purists, the only companies worth having around are the
"goodies" - those who manage the environment responsibly and those that provide positive
socio-economic benefits to the communities in which they’re operating. In a sustainable
economy, only the best should and will survive.
We should support the true “fair trade,” which protects communities, labor, and the
environment. Community-based economics and regional trade keep money circulating largely
in the community and the region, rather than going to distant corporate headquarters as soon
as purchase is made. Economic sustainability must consider:
• The financial performance of a company;
• how the company manages intangible assets;
• Its influence on the wider economy; and
• How it influences and manages social and environmental impacts.
C. Social Sustainability
• Social sustainability means, our future generations should have the same or greater access
to social resources as the current generation have. Also there should also be equal access to
social resources within the current generations.
• Social resources include community, diversity, employee relations, human rights, product
safety, reporting, and governance structure.
• It comprises human rights, labor rights and corporate governance.
• The ideal sustainable life style is not to end consumption but understanding the
minimalistic requirement of it.
• Socially sustainable communities are equitable, diverse, connected and democratic and
provide a good quality of life.
G. Cultural Sustainability
By cultivating a greater awareness of who we are, we are better able both to understand the
beliefs and values we share collectively, and to comprehend the differences in the worldwide
and experience that make us distinct from one another. When we have deeper understanding of
the things that are important to us we make decisions about the future that are informed by
who we were, who we are, and who we would like to be.
• The role served by culture in planning for sustainable development.
• The application of ideas of sustainability to cultural concerns.
•
3. The concept of “ecological,” means
a) the intersection of human activities and ecological systems
b) application of ideas of sustainability
c) condition of balance, resilience
33
Exercise
4. What is Social aspect of sustainable development?
Social sustainability means our future generations should have the same or greater access to
social resources as the current generation have. Also, there should also be equal access to social
resources within the current generations.
5. What is Environmental aspect of sustainable development?
Understanding and use of the word “environmental” quite often tends to be associated with
some kind of human impact on natural systems. This context distinguishes it from the word
“ecological,” which can be characterized as a concept of interdependence of elements within a
system. As discussed above in the essay, “Ecological Sustainability as a Conservation Concept,”
6. What is Economical aspect of sustainable development?
“Economic growth can and should occur without damaging the social fabric of a community or
harming the environment". Or "Economic systems support sustainable social and
environmental outcomes, where economics is the process through which humans create social
and environmental outcomes."
7. What is social and cultural sustainability?
Learning from the Social, Economic and Environmental Aspect of Sustainable Development:
Students will be able to describe social, economic and environmental aspects of sustainable
development.
Lecture: 7
2.3 Control Measures: 3R (Reuse, Recovery, Recycle)
Learning Objective: In this lecture students will be able to learn control measures by
understanding 3Rs: Reuse, Recovery and Recycle.
2.3.1 Control Measures: 3Rs
The waste hierarchy refers to the 3Rs of reduce, reuse, recycle, which classify waste
management strategies according to their desirability. The 3Rs are meant to be a hierarchy, in
order of importance. However, in Europe, the waste hierarchy has five steps: reduce, reuse,
recycle, recovery, and disposal.
The waste hierarchy has taken many forms over the past decade, but the basic concept has
remained the cornerstone of most waste minimization strategies.
Waste disposal is an immediate, critical issue for communities all over the country. Citizens are
discovering that there is no easy way to get rid of the garbage they once assumed could be
buried or burned and forgotten. Just as types of waste are changing, as chemically-based
products multiply, so must our attitudes towards waste disposal change. Waste disposal costs
are escalating and demanding an increasing percentage of community budgets. Current
disposal methods threaten our health, safety and environment. Most industrial, commercial
and household waste is now being placed in landfills or surface impoundments. Waste treated
34
in this manner may contaminate groundwater, rivers and streams. When waste is burned, it
releases hazardous gases into the air and leaves toxics residues in the form of ash.
Every year, Americans throw away 50 billion food and drink cans, 27 billion glass bottles and
jars, and 65 million plastic and metal jar and can covers. More than 30% of our waste is
packaging materials. Where does it all go? Some 85% of our garbage is sent to a dump, or
landfill, where it can take from 100 to 400 years for things like cloth and aluminum to
decompose. Glass has been found in perfect condition after 4,000 years in the earth!
We are quickly running out of space. It's time to learn the three R's of the environment: reduce,
reuse, and recycle. Then practice what you preach: don't buy things you don't need or items
that come in wasteful packaging or that cannot be recycled. Reuse and recycle whatever you
can.
A) Reduce
Reducing the amount of waste, you produce is the best way to help the environment. There are
lots of ways to do this. For example:
• Buy products that don't have a lot of packaging. Some products are wrapped in many layers
of plastic and paperboard even though they don't need to be. You can also look for things
that are packed in materials that don't require a lot of energy or resources to produce. Some
products will put that information right on their labels.
• Instead of buying something you're not going to use very often, see if you can borrow it
from someone you know.
• Cars use up energy and cause pollution. Some ways to reduce the environmental damage
caused by cars include carpooling with friends, walking, taking the bus, or riding your bike
instead of driving.
• Start a compost bin. Some people set aside a place in their yard where they can dispose of
certain food and plant materials. Over time, the materials will break down through a natural
process called decomposition. The compost is good for the soil in your yard and means that
less garbage will go to the landfill.
• You can reduce waste by using a computer! Many newspapers and magazines are online
now. Instead of buying the paper versions, you can find them on the Internet. Also
remember that you should print out only what you need. Everything you print that you
don't really need is a waste of paper.
• Save energy by turning off lights that you are not using.
• Save water by turning off the faucet while you brush your teeth.
• Lots of families receive a large amount of advertisements and other junk mail that they do
not want. You can stop the mailings and reduce waste by writing to the following address
and requesting that they take your name off their distribution list:
a. Reduce of waste
1. If we avoid making garbage in the first place, we need not to worry about disposing of
waste or recycling it later.
35
2. Changing the habits of shopping, working and playing can reduce our waste. There’s a ton
of ways to reduce waste, saving some time and money and being good to the earth at the
same time.
3. By reducing and reusing, consumers and industry can save natural resources and reduce
waste management costs. Waste prevention, or source reduction, is the strategy behind
reducing and reusing waste.
4. By designing, manufacturing, purchasing, or using materials in ways that generate less
waste, fewer natural resources are used.
b. Advantages
1. Reduces cost: preventing waste also can mean economic savings for communities,
businesses, organizations and individual consumers.
2. Saves Natural Resources: Throughout the life cycle of a product from extraction of raw
materials to transportation, processing, manufacturing and then end use, waste is
generated. Reusing items or making them with less material decreases waste dramatically.
Ultimately, fewer materials will need to be recycled, combusted for energy, or land filled.
3. Reduce toxicity of waste: Sharing products that contain hazardous chemicals instead of
throwing out leftovers, using the smallest amount necessary we can reduce waste toxicity.
B) Reuse
Instead of throwing things away, try to find ways to use them again! For example:
• Bring cloth sacks to the store with you instead of taking home new paper or plastic bags.
You can use these sacks again and again. You'll be saving some trees!
• Plastic containers and reusable lunch bags are great ways to take your lunch to school
without creating waste.
• Coffee cans, shoe boxes, margarine containers, and other types of containers people throw
away can be used to store things or can become fun arts and crafts projects. Use your
imagination!
• Don't throw out clothes, toys, furniture, and other things that you don't want anymore.
Somebody else can probably use them. You can bring them to a center that collects
donations, give them to friends, or even have a yard sale.
• Use all writing paper on both sides.
• Use paper grocery bags to make book covers rather than buying new ones.
• Use silverware and dishes instead of disposable plastic utensils and plates.
• Store food in reusable plastic containers.
a. Reuse of Waste
1. Reuse of waste is the best policy for resource conservation. To reuse is to use an item again
after is been used. This includes conventional reuse where the item is used again for the
same function and new-life reuse where it is used for a different function.
2. One of the examples of reuse is refillable milk bottles, retreading of tires and the use of
returnable/reusable plastic boxes, shipping containers etc.
36
3. But current environmental awareness is gradually changing attitudes and regulations, such
as the new packaging regulations, are gradually beginning to reverse the situation.
4. Scientific research has shown that re-using a product can reduce CO2 emissions and carbon
footprint by more than 50% relative to the complete product life cycle.
b. Advantages
1. Reuse help save time, money, energy, and resources.
2. Reuse reduced disposal needs and costs.
3. Refurbishment can bring sophisticated, sustainable, well-paid jobs to underdeveloped
economies.
4. Reusable products are often cheaper than the many single use products it replaces.
c. Limitations
1. Sorting and preparing items for reuse takes time, which may be inconvenient for consumers
and costs money for businesses.
2. Reuse often requires cleaning or transport, which have environmental costs.
3. In general, reusable products need to be more durable than single-use products, and hence
require more materials per items.
C) Recycle
Many of the things we use every day, like paper bags, soda cans, and milk cartons, are made of
materials that can be recycled. Recycled items are put through a process that makes it possible
to create new products out of the materials from the old ones.
In addition to recycling the things you buy, you can help the environment by buying products
that contain recycled materials. Many brands of paper towels, garbage bags, greeting cards, and
toilet paper, to name a few examples, will tell you on their labels if they are made from recycled
materials.
In some towns, you can leave your recyclables in bins outside your home, and a truck will come
and collect them regularly. Other towns have recycling centers where you can drop off the
materials you've collected. Things like paper and plastic grocery bags, and plastic and
aluminium cans and bottles can often be brought to the grocery store for recycling. Whatever
your system is, it's important to remember to rinse out and sort your recyclables!
Recycling is processing used material into new products to prevent waste of potentially useful
materials, reduce the consumption of fresh raw materials, reduce energy usages, reduce air
pollution and water pollution by reducing the need for conventional waste disposal, and lower
greenhouse gas emissions as compared to virgin production.
Recyclable materials include many kinds of glass, paper, metal, plastic, textiles, and electronics.
Although similar in effect, the composting or other reuse of biodegradable waste such as food
or garden waste- is not typically considered recycling. Materials to be recycled are brought to a
collection centre. Or they are picked up from the curb-side and then sorted out. Later they are
cleaned and reprocessed into new materials bound for manufacturing.
37
In the firm sense, recycling of a material would produce a fresh supply of the same material for
example; used office paper would be converted into new office paper, or used foamed into new
polystyrene.
However, this is often difficult or too expensive, so recycling of many products or materials
involve their reuse in producing different materials instead. Another form of recycling is the
salvage of certain materials from complex products, either due to their intrinsic value or due to
their hazardous nature.
a) Advantages
1. Recycling reduces the consumption of fresh raw materials.
2. It reduces the usage of energy.
3. Water pollution gets reduced by this.
4. Reduction in water pollution reduces the need for conventional waste disposal.
5. Greenhouse gas emission is lowered down as compared to virgin production.
b) Limitations
1. The costs and energy used in collection and transportation detract from the costs and
energy saved in the production process.
2. The jobs produced by the recycling industry can be a poor trade for the jobs lost in logging,
mining, and other industries associated with virgin production.
3. Materials such as paper pulp can only be recycled a few times before material degradation
prevents further recycling.

4. Which of the following waste could not be recycled?
(a) Paper waste b) Plastic waste
(c) Metal waste d) Radio-active waste
5. The waste hierarchy refers to the 3Rs of reduce, reuse, recycle, which classify
a) waste management strategies b) desirable changes
c) control measures d) Wastage plant
Exercise
8. Explain 3R.
9. Write advantages and disadvantages of Reduce, Reuse and Recycle?
10. What are the control measures and explain benefits of the same in controlling
environmental hazards?
11. Why is an environmental study important?
Learning from the Topic: Students will be able to learn control measures by understanding
3Rs: Reuse, Recovery and Recycle.
38
Lecture: 8
2.4 Resource utilization as per the carrying capacity. Case Study on Narmada Bachao
Andolan (Gujarat, India, in the mid and late 1980s).
Learning Objective: In this lecture students will be able to learn the meaning of appropriate
technology and resource utilization as per the carrying capacity. Case study will also help them
to learn actual problems faced.
2.4.1 Resource Utilization as per Carrying Capacity

It means that any system can sustain a limited number of organisms on a long term basis.
In case of human beings, carrying capacity concept becomes more complex. It is because unlike
other animals, human beings, not only need food to live, but need so many other things to
maintain the quality of life.
Sustainability of a system depends largely upon the carrying capacity of the system. If the
carrying capacity of a system is crossed, environmental degradation starts and continues till it
reaches a point of no return.
In order to attain sustainability it is, very important to utilize the resources based upon
supporting and assimilative capacity of all the system.
Consumption should not exceed regeneration and changes should not be allowed to occur
beyond the tolerance capacity of the system.
Hence, resource utilization as per carrying capacity of earth is important for sustainable
development.
2.4.2 Case Study on Narmada Bachao Andolan (Gujarat, India, in the mid and late
1980s)
River Narmada is one of the largest westward-flowing river of India and covers 94,500 km
between the ranges of Vindhyas and Satpuras. Due to the religious and cultural significance
attached to this river, it is considered to be sacred by the Hindus. The Narmada Valley contains
rich deposits of alluvial soils.
The Narmada River Valley Project is one of the largest water projects in the world. It started in
the year 1979. The project includes the construction of 30 big, 135 medium and 3,000 small
dams on the Narmada and its tributaries. The two principal mega dams are the Sardar Sarovar
39
Dam and the Narmada Sagar Dam. The World Bank provided financial assistance for the
massive projects.
it is a multi-crore project that will generate a big revenue for the government. The Narmada
Valley Development plan is the most promised and most challenging plan in the history of
India. The proponents are of the view that it will produce 1450 MW of electricity and pure
drinking water to 40 million people covering thousands of villages and towns. Some of the
dams have been already completed such as Tawa and Bargi Dams. But the opponents say that
this hydro project will devastate human lives and bio diversity by destroying thousands of
acres of forests and agricultural land. On the other hand, it will overall deprive thousands of
people of their livelihood. They believe that the water and energy could be provided to the
people through alternative technological means that would be ecologically beneficial.
The major opposition came from the tribal groups and the surrounding villagers who will be
displaced by the inundation of the reservoir. It is estimated that the reservoir would submerge
40,000 hectares of land and 250 villages disrupt downstream fisheries and on the whole cause
immense ecological damage. No proper arrangements were made to rehabilitate or resettle the
habitants of the region. In 1992, the World Bank withdrew the funding for the project.
The Narmada Bachao Andolan (NBA) is the peoples, movement that mobilized itself against
this development in the mid- and late-1980s. The movement first started as a protest for not
providing proper rehabilitation and resettlement for the people who have been displaced by the
construction of Sardar Sarovar Dam. Later, the movement turned its focus on the preservation
of environment and the eco-systems of the valley.
The arguments in favor of the construction of the dam say that it is intended to irrigate large
tracts of land in Gujarat, provide drinking water to drought- prone villages and towns and
generate electricity. The withdrawal of the World Bank from the project was considered to be a
major victory for the anti-dam activists.
In October 2000, the Supreme Court gave a judgment approving the construction of the
SardarSarovar Dam. The court decided that the height of the dam be raised to 90 m. This height
is much higher than the 88 m which anti-dam activists demanded, but it is definitely lower than
the proposed height of 130 m.
After the Supreme Court judgment, the Gujarat Government has taken up the construction of
the dam. As the World Bank withdrew its financing in 1993 the project is now largely financed
by the state governments and market borrowings. Now the project is expected to be fully com-
pleted by 2025.
6. Resource utilization as per carrying capacity of earth is important for
a) sustainable development b) social development
c)environmental development d) economical development
40
Lecture 8: Exercise
12. What is Resource utilization?
13. Explain the benefits of Resource utilization.
14. Explain Case Study on Narmada Bachao Andolan.
Learning from the Topic: Students will be able to learn the meaning of appropriate
technology and resource utilization.
Add to Knowledge (Content Beyond Syllabus):

5 Important Measures for Sustainable Development
Some of the important measures for sustainable development are as follows:
(i) Technology:
Using appropriate technology is one which is locally adaptable, eco-friendly, resource efficient
and culturally suitable. It mostly involves local resources and local labour. Indigenous
technologies are more useful, cost-effective and sustainable. Nature is often taken as a model,
using the natural conditions of that region as its components. This concept is known as “design
with nature”. The technology should use less of resources and should produce minimum waste.
(ii) Reduce, Reuse, and Recycle Approach:
The 3-R approach advocating minimization of resource use, using them again and again instead
of passing it on to the waste stream and recycling the materials goes a long way in achieving the
goals of sustainability. It reduces pressure on our resources as well as reduces waste generation
and pollution.
(iii) Promoting Environmental Education and Awareness:
Making environmental education the centre of all learning process will greatly help in changing
the thinking pattern and attitude of people towards our earth and the environment. Introducing
subject right from the school stage will inculcate a feeling of belongingness to earth in small
children. ‘Earth thinking’ will gradually get incorporated in our thinking and action which will
greatly help in transforming our lifestyles to sustainable ones.
(iv) Resource Utilization as Per Carrying Capacity:
Any system can sustain a limited number of organisms on a long-term basis which is known as
its carrying capacity. In case of human beings, the carrying capacity concept becomes all the
more complex. It is because unlike other animals, human beings, not only need food to live, but
need so many other things to maintain the quality of life. Sustainability of a system depends
largely upon the carrying capacity of the system. If the carrying capacity of a system is crossed
(say, by over exploitation of a resource), environmental degradation starts and continues till it
reaches a point of no return.
Carrying capacity has two basic components:
i. Supporting capacity i.e. the capacity to regenerate
ii. Assimilative capacity i.e. the capacity to tolerate different stresses.
In order to attain sustainability it is very important to utilize the resources based upon the
above two properties of the system. Consumption should not exceed regeneration and changes
should not be allowed to occur beyond the tolerance capacity of the system.
41
(v) Improving Quality of Life Including Social, Cultural and Economic Dimensions:
Development should not focus just on one-section of already affluent people. Rather it should
include sharing of benefits between the rich and the poor. The tribal, ethnic people and their
cultural heritage should also be conserved. Strong community participation should be there in
policy and practice. Population growth should be stabilized.
Learning Outcome:
1. Know: Student should be able to
a) Define sustainable development and its social, economical and environmental
aspects, control measures like reuse, recovery, recycle and resource utilization.
2. Comprehend: Student should be able to
a) Explain the difference between sustainable and unsustainable development
b) Describe social, economical and environmental aspects of sustainable development.
3. Apply, analyse and synthesize : Student should be able to
a) Apply 3 R control measures i.e. reduce, reuse and recycle in day to day life.
Self-Assessment
1. What do you understand by term sustainable development?
2. What are the environmental aspects of sustainable development?
3. What are the principles of sustainability?
4. Explain resource utilization as per the carrying capacity.
5. Explain 3R.
6. Given Reason is Technology Appropriate?
7. Explain Social- Environment aspects of Sustainable development.
9. Define sustainable development
11. What is Economical aspect of sustainable development
2.6 Multiple choice questions

1. If waste materials contaminate the source of drinking water which of the following diseases
will spread?
(a) Scurvy (b) Typhoid
(c) Malaria (d) Anaemia
2. Which one of the following does not contribute to conservation of water?
(a) Waste water treatment b. Waste land development
(c) Water shed protection d. Rain water harvesting
3. Which one of the following statements regarding El-NINO is NOT true?
a. It is an extension of equatorial current towards the western coast of South America.
b. It is an occasional warm current leading to an increase of about 10°C in subsurface water
temperature.
c. It develops as temporary replacement of usual cold Peruvian Current.
42
d. It causes an increase in plankton thriving in cold Peruvian current.
2.7 Short Answer Questions

1. Define sustainable development
‘Sustainable development means ensuring dignified living conditions with regard to human
rights by creating and maintaining the widest possible range of options for freely defining life
plans.
Social sustainability means, our future generations should have the same or greater access to
social resources as the current generation have. Also, there should also be equal access to social
resources within the current generations.
3. What is Economical aspect of sustainable development?
“Economic growth can and should occur without damaging the social fabric of a community or
harming the environment". Or "Economic systems support sustainable social and
environmental outcomes, where economics is the process through which humans create social
and environmental outcomes."
4. What is Environmental aspect of sustainable development?
Understanding and use of the word “environmental” quite often tends to be associated with
some kind of human impact on natural systems. This context distinguishes it from the word
“ecological,” which can be characterized as a concept of interdependence of elements within a
system. As discussed above in the essay, “Ecological Sustainability as a Conservation Concept,”
5. What are the principles of sustainability?
a. Protecting Nature b. thinking long-term
c. Understanding systems within which we live d. Recognizing limits
e. Practicing fairness f. Embracing creativity.
2.8 Long Answer Questions
1. What do you understand by term sustainable development?
2. Explain 3R.
3. Given Reason is Technology Appropriate?
4. Explain Social Environment aspects of Sustainable development.
2.9 University Questions Sample Answers:

1. What are the environmental aspects of sustainable development?
Ans: Understanding and use of the word “environmental” quite often tends to be associated
with some kind of human impact on natural systems. This context distinguishes it from
the word “ecological,” which can be characterized as a concept of interdependence of
elements within a system. As discussed above in the essay, “Ecological Sustainability as
a Conservation Concept,”
43
2. Explain the importance of 3 R principles as a control measure for sustainable

development.
Ans: The 3-R approach advocating minimization of resource use, using them again and again
instead of passing it on to the waste stream and recycling the materials goes a long way
in achieving the goals of sustainability. It reduces pressure on our resources as well as
reduces waste generation and pollution.
The waste hierarchy refers to the 3Rs of reduce, reuse, recycle, which classify waste
management strategies according to their desirability. The 3Rs are meant to be a
hierarchy, in order of importance. However, in Europe, the waste hierarchy has five steps:
reduce, reuse, recycle, recovery, and disposal.
The waste hierarchy has taken many forms over the past decade, but the basic concept
has remained the cornerstone of most waste minimization strategies.
Waste disposal is an immediate, critical issue for communities all over the country.
Citizens are discovering that there is no easy way to get rid of the garbage they once
assumed could be buried or burned and forgotten. Just as types of waste are changing, as
chemically-based products multiply, so must our attitudes towards waste disposal
change. Waste disposal costs are escalating and demanding an increasing percentage of
community budgets. Current disposal methods threaten our health, safety and
environment. Most industrial, commercial and household waste is now being placed in
landfills or surface impoundments. Waste treated in this manner may contaminate
groundwater, rivers and streams. When waste is burned, it releases hazardous gases into
the air and leaves toxics residues in the form of ash.
Every year, Americans throw away 50 billion food and drink cans, 27 billion glass bottles
and jars, and 65 million plastic and metal jar and can covers. More than 30% of our waste
is packaging materials. Where does it all go? Some 85% of our garbage is sent to a dump,
or landfill, where it can take from 100 to 400 years for things like cloth and aluminium to
decompose. Glass has been found in perfect condition after 4,000 years in the earth!
We are quickly running out of space. It's time to learn the three R's of the environment:
reduce, reuse, recycle. Then practice what you preach: don't buy things you don't need or
items that come in wasteful packaging or that cannot be recycled. Reuse and recycle
whatever you can.
2.10. University Questions:

1. What are the environmental aspects of sustainable development? (Dec 2016)
2. Explain the importance of 3 R principles as a control measure for sustainable
3. Explain how environmental education is an important measure for sustainable
4. Explain the brief concept of socio-economical aspect of sustainable development (May
2016)
5. Explain the role of technology with respect to environment and health. (May 2016)
44
6. What do you mean by 3R with respect to sustainable development? (May 2016)
2.11. References:
1. Environmental Studies by Benny Joseph, TataMcGraw Hill.
2. Environmental Studies by R. Rajagopalan, Oxford University Press.
3. Environmental Studies by. Anandita Basak, Pearson Education.
4. Essentials of Environmental Studies by Kurian Joseph & Nagendran, Pearson
Education.
5. Fundamentals of Environmental Studies by Varadbal G. Mhatre, Himalaya
Publication House.
45
Self-Evaluation
Name of
Student
Class
Roll No.
Subject
Module No.
S.No Tick
Your choice
1. Do you understand the concept of sustainable o Yes
development? o No
2. Do you understand the difference between o Yes

social, economical and environmental aspects of o No
sustainable development?
3. Do you understand the importance of 3 Rs in o Yes

day to day life? o No
4. Will you able to identify the relation between o Yes

Reduce, Reuse and Recycle? o No

o Partialy.
o No, Not at all.
46
Module -3
TYPES OF POLLUTION
Lecture: 7
3.1 Air Pollution: sources, effects with respect to global warming, ozone layer depletion
3.1.1 Motivation:
Introduce students to thinking about environmental issues from an interdisciplinary perspective.
Pollution is the introduction of contaminants into a natural environment that causes instability,
disorder, harm or discomfort to the ecosystem i.e. physical systems or living organisms. Pollution can
take the form of chemical substances or energy, such as noise, heat, or light. Pollutants, the elements
of pollution, can be foreign substances or energies, or naturally occurring; when naturally occurring,
they are considered contaminants when they exceed natural levels. Pollution is often classed as point
source or nonpoint source pollution.
3.1.2 Syllabus:
Lecture Content Duration Self Study
Time
7 Air Pollution: sources, effects with respect to global 1Hr 2Hrs
warming, ozone layer depletion
8 Acid rain, photochemical smog. Two control measures- 1Hr 2Hrs
Electrostatic precipitator, Venturi scrubber. Case study:
Bhopal gas tragedy
9 Water Pollution: sources and treatment, concept of waste 1Hr 2Hrs
water- domestic & industrial treatment.
10 Land Pollution: Solid waste, solid waste management by 1Hr 2Hrs
land filling, composting.
11 Noise Pollution: sources and effects E-Pollution: sources 1Hr 2Hrs
and effects, Nuclear pollution: Sources and effects.
12 Case study on Water Pollution of Ganga River. 1Hr 2Hrs
Case study on London smog (U. K.)(December, 1952).
Case Study of Fukushima Disaster (March, 2011).
3.1.3 Weightage: 10-12 Marks
3.1.4 Learning Objectives:
1. Define the various sources of Air Pollution with its Effect on human being.
2. Explain the concept of acid rain and its adverse effect on human nature.
3. Describe the concept of Photochemical smog and Bag house Filter
4. Explain the sources of water Pollution with its effect and treatment.
5. Analyze the sources of noise pollution and its impact on human being.
6. Evaluate the causes of various disasters and its impact on human being.
Pollution is the introduction of contaminants into the natural environment that causes adverse
change. Pollution can take the form of chemical substances or energy, such as noise, heat or light.
Pollutants, the components of pollution, can be either foreign substances/energies or naturally
47
Module 3: Types of Pollution
occurring contaminants.
WHO- World Health Organization
CFC- Chloro Fluro Carbons
V1OC - Volatile Organic Compounds
3.1.7. Formulae:
NA
3.1.8.Key Definitions:
Environment: The environment, is a term that encompasses all living and non-living things occurring
naturally on Earth or some region thereof.
Pollution: It is the introduction of contaminants into the natural environment that cause adverse
changes. Pollution can take the form of chemical substances or energy, such as noise, heat or light.
Pollutants, the components of pollution, can be either foreign substances/energies or naturally
occurring contaminants.
3.1.9. Introduction: Air Pollution:

According to WHO “air pollution is contamination of the indoor or outdoor environment by any
chemical, physical or biological agent that modifies the natural characteristics of the atmosphere.
Household combustion devices, motor vehicles, industrial facilities and forest fires are common
sources of air pollution. Pollutants of major public health concern include particulate matter, carbon
monoxide, ozone, nitrogen dioxide and sulfur dioxide. Outdoor and indoor air pollution causes
respiratory and other diseases, which can be fatal.”
Primary pollutants are those that are emitted directly into the air from pollution sourc1es. Secondary
pollutants are formed when primary pollutants undergo chemical changes in the atmosphere. Ozone
is an example of a secondary pollutant. It is formed when nitrogen oxides (NOx) and volatile organic
compounds (VOCs) are mixed and warmed by sunlight. Ozone (O3) is a major component of what is
often referred to as smog. The ozone which is present in the troposphere, or the atmosphere that is
close to the ground, should not be confused with beneficial ozone that is located in the stratosphere or
upper atmosphere. This beneficial ozone in the stratosphere helps protect the earth from harmful
ultraviolet light from the sun.
A. Sources
Sources of air pollution refer to the various locations, activities or factors which are responsible for the
releasing of pollutants into the atmosphere. These sources can be classified into two major categories
which are:
a) Anthropogenic sources (man-made sources):
i) Stationary and Area Sources: A stationary source of air pollution refers to an emission source that
does not move, also known as a point source. Stationary sources include factories, power plants, dry
cleaners and degreasing operations. The term area source is used to describe many small sources of
air pollution located together whose individual emissions may be below thresholds of concern, but
whose collective emissions can be significant. Residential wood burners are a good example of a small
source, but when combined with many other small sources, they can contribute to local and regional
air pollution levels. Area sources can also be thought of as non-point sources, such as construction of
housing developments, dry lake beds, and landfills.
48
ii) Mobile Sources: A mobile source of air pollution refers to a source that is capable of moving
under its own power. In general, mobile sources imply "on-road" transportation, which includes
vehicles such as cars, sport utility vehicles, and buses. In addition, there is also a "non-road" or "off-
road" category that includes gas-powered lawn tools and mowers, farm and construction equipment,
recreational vehicles, boats, planes, and trains.
iii) Agricultural Activities: Agricultural operations, those that raise animals and grow crops, can
generate emissions of gases and particulate matter. For example, animals confined to a barn or
restricted area (rather than field grazing), produce large amounts of manure. Manure emits various
gases, particularly ammonia into the air. This ammonia can be emitted from the animal houses,
manure storage areas, or from the land after the manure is applied. In crop production, the
misapplication of fertilizers, herbicides, and pesticides can potentially result in aerial drift of these
materials and harm may be caused.
b) Natural sources
Although industrialization and the use of motor vehicles are overwhelmingly the most significant
contributors to air pollution, there are important natural sources of "pollution" as well. Wild land
fires, dust storms, and volcanic activity also contribute gases and particulates to our atmosphere.
Unlike the above mentioned sources of air pollution, natural "air pollution" is not caused by people or
their activities. An erupting volcano emits particulate matter and gases; forest and prairie fires can
emit large quantities of "pollutants"; plants and trees naturally emit VOCs which are oxidized and
form aerosols that can cause a natural blue haze; and dust storms can create large amounts of
particulate matter. Wild animals in their natural habitat are also considered natural sources of
"pollution". The National Park Service recognizes that each of these sources emits gases and
particulate matter into the atmosphere but we regard these as constituents resulting from natural
processes.
B. Effects of Air Pollution:
The air is an important component of the natural system of a park in its own right. The presence of
pollution in the atmosphere results directly in air quality degradation. Air pollution is also a critical
factor affecting the quality of other environmental resources as well as the human-made structures
and facilities in the area. Polluted air can and has harmed park resources in a variety of ways
depending upon the chemistry of the pollutant, weather and environmental conditions and the nature
or sensitivity of park resources.
(i) Effect on Human Health

1) Irritation of eyes, skin, throat and nose
2) Irritation of the respiratory system
3) Tobacco smoke- respiratory damage
4) Convulsions, delirium, coma due to lead poisoning
5) Cigarette smoke- cardiovascular diseases (due to Cd particles)
6) Radioactive dust- genetic alterations
7) Mercury from Combustion of fossil fuel – affects nerves, brain and kidney
(ii) Effect on Vegetation

1) Destruction of chlorophyll, alterations in photosynthesis
2) Rise in ozone causes Necrosis i.e. damaging leaves
3) Rise in NO2 causes Abscission i.e. premature fall of leaves
49
4) Reduction in crop production

5) Rise in SO2 causes chloros is i.e. yellowing the leaves
(iii) Effect on Animals

1) When the animals consumes the particulate coated plants mainly with fluorine, lead,
arsenic they get affected, resulting into illness or deaths
2) In case of lead poisoning among the pet animals, it affects the lungs.
(iv)Effect on Non-livings Materials

1) Through abrasion and corrosion the materials get affected like historical buildings in
London and TajMahal, India are covered with a layer of pollutant.
3.1.10Greenhouse Effect and Global Warming

Global Warming is an increase in the earth's atmospheric temperatures which is caused due to
increase in concentration of certain gases like carbon dioxide, nitrogen oxides, methane and CFCs.
Observations of the earth have shown beyond doubt that atmospheric constituents such as water
vapour, carbon dioxide, methane, nitrogen oxides and Chloro Fluro Carbons trap heat in the form of
infra-red radiation near the earth’s surface. This is known as the ‘Greenhouse Effect’. The
phenomenon is similar to what happens in a greenhouse. The glass in a greenhouse allows solar
radiation to enter which is absorbed by the objects inside. These objects radiate heat in the form of
terrestrial radiation, which does not pass out through the glass. The heat is therefore trapped in the
greenhouse increasing the temperature inside and ensuring the luxuriant growth of plants.
A. Effects of global warming

1. Sea levels are expected to rise between 7 and 23 inches (18 and 59 centimeters) by the end of the
century and
continued melting at the poles could add between 4 and 8 inches (10 to 20 centimeters).
2. If due to global warming all the ice from our poles melt into water, the water level on earth will
increase and submerge the land.
3. Less fresh water will be available.
4. Species that depend on one another may become out of sync. For example, plants could bloom
earlier than their pollinating insects become active.
5. Natural calamities and disaster would occur at lesser frequencies and with more destructive
power. Hurricanes and other storms are likely to become stronger.
6. Severe heat waves would lead to death of millions of people all around the world.
B. Measures to control the global warming
To reduce increasing amount of global warming following steps will be important:
1. Use energy more efficiently.
2. Plant more trees and reducing the deforestation the global warming will be put under control.
3. Shift to renewable energy sources
4. Reduce the rate of use of CFCS and fossil fuels
5. Use of public transport like buses, railways, trams etc will reduce the need of private vehicles in
large cities and thereby control the emission of CO2.
6. Reduction of N2O emission by minimizing the use of nitrogen fertilizer in agriculture.
50
3.1.11 Ozone Layer Depletion

The ozone layer is a layer in Earth's atmosphere which absorbs most of the Sun's UV radiation. It
contains relatively high concentrations of ozone (O3), although it is still very small with regard to
ordinary oxygen and is less than ten parts per million, the average ozone concentration in Earth's
atmosphere being only about 0.6 parts per million. The ozone layer is mainly found in the lower
portion of the stratosphere from approximately 20 to 30 kilometers (12 to 19 mi) above Earth, though
the thickness varies seasonally and geographically.
Fig.1: The ozone cycle
A. The ozone cycle

Three forms of oxygen are involved in the ozone-oxygen cycle: oxygen atoms (O or atomic oxygen),
oxygen gas (O2 or diatomic oxygen) and ozone gas (O3 or triatomic oxygen). Ozone is formed in the
stratosphere when oxygen molecules photo dissociate after absorbing an ultraviolet photon. This
converts a single O2 into two atomic oxygen radicals. The atomic oxygen radicals then combine with
separate O2 molecules to create two O3 molecules. These ozone molecules absorb UV light, following
which ozone splits into a molecule of O2and an oxygen atom. The oxygen atom then joins up with an
oxygen molecule to regenerate ozone. This is a continuing process that terminates when an oxygen
atom "recombines" with an ozone molecule to make two O2 molecules.
2 O3 → 3 O2
B. Causes of Ozone Depletion
The chlorofluorocarbons (CFCs) released from the refrigerators and air conditioners are destroyed the
ozone layer. In the stratosphere, the Cl and Br atoms are liberated from the parent compounds (CFCs)
by the action of ultraviolet light, e.g.
CFCl3 + electromagnetic radiation → CFCl2 + Cl•
The Cl and Br atoms can then destroy ozone molecules through a variety of catalytic cycles. In the
simplest example of such a cycle, a chlorine atom reacts with an ozone molecule, taking an oxygen
atom with it (forming ClO) and leaving a normal oxygen molecule. The chlorine monoxide (i.e., the
51
ClO) can react with a second molecule of ozone (i.e., O3) to yield another chlorine atom and two
molecules of oxygen. The chemical shorthand for these gas-phase reactions is:
• Cl•+ O3 → ClO• + O2: The chlorine atom changes an ozone molecule to ordinary oxygen
• ClO• + O3 → Cl• + 2 O2: The ClO from the previous reaction destroys a second ozone molecule
and recreates the original chlorine atom, which can repeat the first reaction and continue to
destroy ozone.
Thus, each atom of chlorine liberated attacks 100000 ozone molecules. Due to this continuous
attack of Cl, thinning of ozone layer takes place leads to formation of “ozone hole”.
C. Effects of ozone layer depletion
1) It damages the plants and affects the whole food chain.
2) Causes various types of cancers like skin, lung, blood etc.
3) Causes destruction of marine life
4) Depletion of ozone layer will lead to absorption of UV radiation and it reaches the earth’s surface.
Thus increases the average temperature of earth’s surface.
5) Degradation of plastics, paints and other polymer will result in economic loss.
D. Control of ozone depletion
1) The chemicals which are having ozone depleting properties are to be stopped
2) Some other gases have to be used instead of CFCs.

Multiple choice questions:
1. Which of the following is an air pollutant?
(a) Nitrogen
(b) Carbon dioxide
(c) Carbon monoxide
(d) Oxygen
2. Which of the following is a secondary air pollutant?
(a) Ozone
(b) Carbon dioxide
(c) Carbon monoxide
(d) Sulphur dioxide
3.Smog is:
(a) A natural phenomenon
(b) A combination of smoke and fog
(c) Colourless
(d) All of the above
52
Exercise:
1. Write a short notes on following topics:
a) Write a short note on effects of global warming.
b)Ozone Layer Depletion
2. How can we cut down or prevent air pollution?
3. What are the effects of air pollution?
Learning from the sources, effects of air pollution: Students will be able to understand
the different sources and effects of air pollution in different sectors.
Lecture8
3.2 Acid rain, photochemical smog, Electrostatic precipitator, Venturi Scrubbe, Case
study: Bhopal gas tragedy
Learning Objective: Students will be able to learn describe the difference between Photochemical
smog, Bag house Filter and Venturi scrubber.
3.2.1Acid Rain
"Acid rain" is a popular term referring to the deposition of wet (rain, snow, sleet, fog, cloud water,
and dew) and dry (acidifying particles and gases) acidic components. Distilled water, once carbon
dioxide is removed, has a neutral pH of 7. Liquids with a pH less than 7 are acidic, and those with a
pH greater than 7 are alkaline. “Clean” or unpolluted rain has an acidic pH, but usually no lower than
5.7, because carbon dioxide and water in the air react together to form carbonic acid, a weak acid.
However, unpolluted rain can also contain other chemicals which affect its pH. A common example
is nitric acid produced by electric discharge in the atmosphere such as lightning. Carbonic acid is
formed by the reaction
H2O (l) + CO2 (g) H2CO3 (aq)
Carbonic acid then can ionize in water forming low concentrations of hydronium and carbonate ions:
H2O (l) + H2CO3 (aq) HCO3− (aq) + H3O+ (aq)
Acid deposition as an environmental issue would include additional acids to H2CO3.
A. Adverse effects
Acid rain causes acidification of lakes and streams and contributes to damage of trees at high
elevations (for example, red spruce trees above 2,000 feet) and many sensitive forest soils. In addition,
acid rain accelerates the decay of building materials and paints, including irreplaceable buildings,
statues, and sculptures that are part of our nation's cultural heritage. Prior to falling to the earth, SO 2
and NOx gases and their particulate matter derivatives, sulfates and nitrates, contribute to visibility
degradation and harm public health.
B. Measures to control Conserve Energy
Since energy production creates large amounts of the pollutants that cause acid rain, one important
step you can take is to conserve energy. We can do this in a number of ways:
1) Turn off lights, computers, televisions, video games, and other electrical equipment when they are
not in use.
2) Encourage people to buy equipment that uses less electricity, including lights, air conditioners,
53
heaters, refrigerators, and washing machines. Such equipment might have the Energy Star label.
3) Try to limit the use of air conditioning.
4) Ask people to adjust the thermostat (the device used to control the temperature in your home)
when they are on vacation.
5) New technologies to be adopted to avoid the emission of gases into the atmosphere.
3.2.2Photochemical Smog
A. The Formation of Smog
“Photochemical smog is the chemical reaction of sunlight, nitrogen oxides and volatile organic
compounds in the atmosphere, which leaves airborne particles and ground-level ozone.”
One of the primary components of photochemical smog is ozone. While ozone in the stratosphere
protects earth from harmful UV radiation, ozone on the ground is hazardous to human health.
Ground-level ozone is formed when vehicle emissions containing nitrogen oxides (primarily from
vehicle exhaust) and volatile organic compounds (from paints, solvents, and fuel evaporation) interact
in the presence of sunlight. Therefore, some of the sunniest cities are also some of the most polluted.
B. Smog and Health
According to the American Lung Association, your lungs and heart can be permanently affected by
air pollution and smog. While the young and the elderly are particularly susceptible to the effects of
pollution, anyone with both short and long term exposure can suffer ill health effects. Problems
include shortness of breath, coughing, wheezing, bronchitis, pneumonia, inflammation of pulmonary
tissues, heart attacks, lung cancer, increased asthma-related symptoms, fatigue, heart palpitations,
and even premature aging of the lungs and death.
3.2.3 Control measures for air pollution

There are several methods to control air pollution. The most commonly used methods are: 1)
Electrostatic precipitator and 2) Venturi scrubber
1)Electrostatic precipitator
a) Principle: The electrostatic precipitator works on the principle of electrostatic precipitation i.e.
electrically charged particulates present in the polluted gas are separated from the gas stream under
the influence of the electrical field.
b) Construction:
The major components of electrostatic precipitators are:
i) A source of high voltage
ii) Discharge and collecting electrodes.
iii) Inlet and outlet for the gas.
iv) A hopper for the disposal of the collected material.
v) An outer casing to form an enclosure around the electrodes
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Fig.2. Schematic of Electrostatic precipitator

c) Mechanism of Action
i) Ionizing the gas.
ii) Charging the gas particles.
iii) Transporting the particles to the collecting surface.
iv) Neutralizing, or removing the charge from the dust particles.
v) Removing the dust from the collecting surface.
d) The advantages of using the ESP are:
i) High collection efficiency.
ii) Particles as small as 0.1 micron can be removed.
iii) Low maintenance and operating cost.
iv) Low pressure drop (0.25-1.25 cm of water).
v) Satisfactory handling of a large volume of high temperature gas.
vi) Treatment time is negligible (0.1-10s).
vii) Cleaning is easy by removing the units of precipitator from operation.
viii) There is no limit to solid, liquid or corrosive chemical usage.
2) Venturi scrubber
Fig.3.Venturi Scrubber
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a) Principle: A venturi scrubber is designed to effectively use the energy from the inlet gas stream to
atomize the liquid being used to scrub the gas stream. This type of technology is a part of the group
of air pollution controls collectively referred to as wet scrubbers.
Venturi devices have also been used for over 100 years to measure fluid flow (Venturi tubes derived
their name from Giovanni Battista Venturi, an Italian physicist).About 35 years ago, Johnstone
(1949) and other researchers found that they could effectively use the venturi configuration to remove
particles from gas streams.
b) Construction and working
Fig 3 illustrates the classic venturi configuration.
i) A venturi scrubber consists of three sections: a converging section, a throat section, and a diverging
section.
ii) The inlet gas stream enters the converging section and, as the area decreases, gas velocity increases
(in accordance with the Bernoulli equation). Liquid is introduced either at the throat or at the entrance
to the converging section.
iii) The inlet gas, forced to move at extremely high velocities in the small throat section, shears the
liquid from its walls, producing an enormous number of very tiny droplets.
iv) Particle and gas removal occur in the throat section as the inlet gas stream mixes with the fog of
tiny liquid droplets. The inlet stream then exits through the diverging section, where it is forced to
slow down.
v) Venturis can be used to collect both particulate and gaseous pollutants, but they are more effective
in removing particles than gaseous pollutants.
Learning from measures to control conserve energy: Students are made to assess the various
techniques to control air pollution.
3.2.4Bhopal Gas Tragedy

The Bhopal gas tragedy was a gas leak incident in India, considered the world's worst industrial
disaster. It occurred on the night of 2–3 December 1984 at the Union Carbide India
Limited (UCIL) pesticide plant in Bhopal, Madhya Pradesh. Over 500,000 people were exposed
to methyl isocyanate gas and other chemicals. The toxic substance made its way in and around the
shantytowns located near the plant. Estimates vary on the death toll. The official immediate death toll
was 2,259. The government of Madhya Pradesh confirmed a total of 3,787 deaths related to the gas
release. Others estimate 8,000 died within two weeks and another 8,000 or more have since died from
gas-related diseases. A government affidavit in 2006 stated the leak caused 558,125 injuries including
38,478 temporary partial injuries and approximately 3,900 severely and permanently disabling
injuries.
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A. Acute effects
Fig.4: Acute effects

Reversible reaction of glutathione (top) with methyl isocyanate (MIC, middle) allows the MIC to be
transported into the body
The initial effects of exposure were coughing, vomiting, severe eye irritation and a feeling of
suffocation. People awakened by these symptoms fled away from the plant. Those who ran inhaled
more than those who had a vehicle to ride. Owing to their height, children and other people of shorter
stature inhaled higher concentrations. Many people were trampled trying to escape.
Thousands of people had succumbed by the morning hours. There were mass funerals and mass
cremations. Bodies were dumped into the Narmada River, less than 100 km from Bhopal. 170,000
people were treated at hospitals and temporary dispensaries. 2,000 buffalo, goats, and other animals
were collected and buried. Within a few days, leaves on trees yellowed and fell off. Supplies,
including food, became scarce owing to suppliers' safety fears. Fishing was prohibited causing further
supply shortages.
Within a few days, trees in the vicinity became barren, and 2,000 bloated animal carcasses had to be
disposed of. On 16 December, tanks 611 and 619 were emptied of the remaining MIC. This led to a
second mass evacuation from Bhopal. The Government of India passed the "Bhopal Gas Leak Disaster
Act" that gave the government rights to represent all victims, whether or not in India. Complaints of
lack of information or misinformation were widespread. An Indian Government spokesman said,
"Carbide is more interested in getting information from us than in helping our relief work."
Formal statements were issued that air, water, vegetation and foodstuffs were safe within the city. At
the same time, people were informed that poultry was unaffected, but were warned not to consume
fish. No one under the age of 18 was registered at the time of the accident. The number of children
exposed to the gases was at least 200,000.
The acute symptoms were burning in the respiratory tract and eyes, blepharospasm, breathlessness,
stomach pains and vomiting. The causes of deaths were choking, reflex genic circulatory
collapse and pulmonary oedema. Findings during autopsies revealed changes not only in the lungs
but also cerebral oedema, tubular necrosis of the kidneys, fatty degeneration of the liver and necrotis
ingenteritis. The stillbirth rate had increased by up to 300% and neonatal mortality rate by around
200%.
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Multiple choice Questions:
4. Which method is used for the removal of sulphur dioxide and ammonia from the polluted air?
A. Wet scrubbers
B. Absorption
C. Gravitational method
D. Electrostatic precipitator
5. Which of the following is responsible for acid rain?
A. Hydrogen
B. Oxygen
C. Sulphur dioxide
D. Methane
Exercise:
4. What is photochemical Smog? Explain in brief.
5. Write a short note on Bhopal gas tragedy.
6. State Types of Bag houses in brief.
Learning from the global warming: Students will be able to express the importance of global
warming and the ways to reduce it for unseen natural calamities to come forth. They will also be
able to relate acid rains, ozone depletion as a counter effect due to global warming
Lecture 9
3.3 Water Pollution: sources and treatment, concept of waste water- domestic & industrial
treatment.
Learning Objective: Students will be able to define the types of water pollutants, their
sources and treatment
3.3.1 Water Pollution

It can be defined as “the presence of impurities and foreign substance in water in such a quantity that
lowers its quality and makes it unfit for consumption and becomes a health hazard.”
A. Introduction
Water is the essential element that makes life on earth possible. Without water there would be no life.
We usually take water for granted. It flows from our taps when they are turned on. Most of us are
able to bathe when we want to, swim when we choose and water our gardens. Like good health we
ignore water when we have it. Although 71% of the earth’s surface is covered by water only a tiny
fraction of this water is available to us as fresh water. About 97% of them total water available on
earth is found in oceans and is too salty for drinking or irrigation. The remaining 3% is fresh water. Of
this 2.997% is locked in ice caps or glaciers. Thus only 0.003% of the earth’ total volume of water is
easily available to us as soil moisture, groundwater, water vapour and water in lakes, streams, rivers
and wetlands. In short if the world’s water supply were only 100 liters our usable supply of fresh
water would be only about 0.003 liters (one-half teaspoon). This makes water a very precious
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resource. When the quality or composition of water changes directly or indirectly as a result of
man’s activities such that it becomes unfit for any purpose it is said to be polluted.
Point sources of pollution: When a source of pollution can be readily identified because it has a
definite source and place where it enters the water it is said to come from a point source. Eg.
Municipal and Industrial Discharge Pipes. When a source of pollution cannot be readily identified,
such as agricultural runoff, acid rain, etc, they are said to be non-point sources of pollution.
B. Causes of water pollution

1) There are several classes of common water pollutants. These are disease-causing agents
(pathogens) which include bacteria, viruses, protozoa and parasitic worms that enter water from
domestic sewage and untreated human and animal wastes. Human wastes contain concentrated
populations of coliform bacteria such as Escherichia coli and Streptococcus faecalis. These bacteria
normally grow in the large intestine of humans where they are responsible for some food digestion
and for the production of vitamin K. These bacteria are not harmful in low numbers. Large amounts
of human waste in water, increases the number of these bacteria which cause gastrointestinal diseases.
Other potentially harmful bacteria from human wastes may also be present in smaller numbers. Thus
the greater the amounts of wastes in the water the greater are the chances of contracting diseases from
them.
2) Another category of water pollutants is oxygen depleting wastes. These are organic wastes that can
be decomposed by aerobic (oxygen requiring) bacteria. Large populations of bacteria use the oxygen
present in water to degrade these wastes. In the process this degrades water quality. The amount of
oxygen required to break down a certain amount of organic matter is called the biological oxygen
demand (BOD). The amount of BOD in the water is an indicator of the level of pollution. If too much
organic matter is added to the water all the available oxygen is used up. This causes fish and other
forms of oxygen dependent aquatic life to die. Thus anaerobic bacteria (those that do not require
oxygen) begin to break down the wastes. Their anaerobic respiration produces chemicals that have a
foul odour and an unpleasant taste that is harmful to human health.
3) Third classes of pollutants are inorganic plant nutrients. These are water soluble nitrates and
phosphates that cause excessive growth of algae and other aquatic plants. The excessive growth of
algae and aquatic plants due to added nutrients is called Eutrophication. They may interfere with the
use of the water by clogging water intake pipes, changing the taste and odor of water and cause a
buildup of organic matter. As the organic matter decays, oxygen levels decrease and fish and other
aquatic species die.
The quantity of fertilizers applied in a field is often many times more than is actually required by the
plants. The chemicals in fertilizers and pesticides pollute soil and water. While excess fertilizers cause
eutrophication, pesticides cause bioaccumulation and biomagnification. Pesticides which enter water
bodies are introduced into the aquatic food chain. They are then absorbed by the phytoplankton’s and
aquatic plants. These plants are eaten by the herbivorous fish which are in turn eaten by the
carnivorous fish which are in turn eaten by the water birds. At each link in the food chain these
chemicals which do not pass out of the body are accumulated and increasingly concentrated resulting
in biomagnification of these harmful substances.
One of the effects of accumulation of high levels of pesticides such as DDT is that birds lay eggs with
shells that are much thinner than normal. This results in the premature breaking of these eggs, killing
the chicks inside. Birds of prey such as hawks, eagles and other fish eating birds are affected by such
59
pollution. Although DDT has been banned in India for agricultural use and is to be used only for
malaria eradication, it is still used in the fields as it is cheap.
4) Fourth class of water pollutants is water soluble inorganic chemicals which are acids, salts and
compounds of toxic metals such as mercury and lead. High levels of these chemical scan make the
water unfit to drink, harm fish and other aquatic life, reduce crop yields and accelerate corrosion of
equipment that use this water.
5) Another cause of water pollution is a variety of organic chemicals, which include oil, gasoline,
plastics, pesticides, cleaning solvents, detergent and many other chemicals. These are harmful to
aquatic life and human health. They get into the water directly from industrial activity either from
improper handling of the chemicals in industries and more often from improper and illegal disposal
of chemical wastes.
6) Sediment of suspended matter is another class of water pollutants. These are insoluble particles of
soil and other solids that become suspended in water. This occurs when soil is eroded from the land.
High levels of soil particles suspended in water, interferes with the penetration of sunlight. This
reduces the photosynthetic activity of aquatic plants and algae disrupting the ecological balance of the
aquatic bodies. When the velocity of water in streams and rivers decreases the suspended particles
settle down at the bottom as sediments. Excessive sediments that settle down destroys feeding and
spawning grounds of fish, clogs and fills lakes, artificial reservoirs etc.
7) Water soluble radioactive isotopes are yet another source of water pollution. These can be
concentrated in various tissues and organs as they pass through food chains and food webs. Ionizing
radiation emitted by such isotopes can cause birth defects, cancer and genetic damage. Hot water let
out by power plants and industries that use large volumes of water to cool the plant result in rise in
temperature of the local water bodies. Thermal pollution occurs when industry returns the heated
water to a water source. Power plants heat water to convert it into steam, to drive the turbines that
generate electricity. For efficient functioning of the steam turbines, the steam is condensed into water
after it leaves the turbines. This condensation is done by taking water from a water body to absorb the
heat. This heated water, which is at least 15 oC higher than the normal is discharged back into the
water body. The warm water not only decreases the solubility of oxygen but changes the breeding
cycles of various aquatic organisms.
8) Groundwater pollution: While oil spills are highly visible and often get a lot of media attention,
a much greater threat to human life comes from our groundwater being polluted which is used for
drinking and irrigation. While groundwater is easy to deplete and pollute it gets renewed very slowly
and hence must be used judiciously. Groundwater flows are slow and not turbulent hence the
contaminants are not effectively diluted and dispersed as compared to surface water. Moreover
pumping groundwater and treating it is very slow and costly. Hence it is extremely essential to
prevent the pollution of groundwater in the first place.
C. Control measures for preventing water pollution

While the foremost necessity is prevention, setting up effluent treatment plants and treating waste
through these can reduce the pollution load in the recipient water. The treated effluent can be reused
for either gardening or cooling purposes wherever possible. A few years ago a new technology called
the Root Zone Process has been developed by Thermax. This system involves running contaminated
water through the root zones of specially designed reed beds. The reeds, which are essentially
wetland plants have the capacity to absorb oxygen from the surrounding air through their stomatal
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openings. The oxygen is pushed through the porous stem of the reeds into the hollow roots where it
enters the root zone and creates conditions suitable for the growth of numerous bacteria and fungi.
These micro-organisms oxidize impurities in the wastewaters, so that the water which finally comes
out is clean.
3.3.2 Concept of waste water- domestic & industrial treatment.
A) Waste water
Waste water is any water that has been adversely affected in quality by anthropogenic influence.
Municipal wastewater is usually conveyed in a combined sewer or sanitary sewer, and treated at a
wastewater treatment plant or septic tank. Treated wastewater is discharged into receiving water via
an effluent sewer.
Sewage is the subset of wastewater that is contaminated with feces or urine, but is often used to mean
any wastewater. Sewage includes domestic, municipal, or industrial liquid waste products disposed
of, usually via a pipe or sewer (sanitary or combined), sometimes in a cesspool emptier.
Sewerage is the physical infrastructure, including pipes, pumps, screens, channels etc. used to convey
sewage from its origin to the point of eventual treatment or disposal. It is found in all types of sewage
treatment, with the exception of septic systems, which treat sewage on-site.
B) Treatment
There are numerous processes that can be used to clean up wastewaters depending on the type and
extent of contamination. There are two basic approaches: to use the waste in the water as a resource
(such as constructed wetlands) or strictly as pollution (such as the majority of today's treatment
plants). Most wastewater is treated in industrial-scale energy intensive wastewater treatment plants
(WWTPs) which include physical, chemical and biological treatment processes. The most important
aerobic treatment system is the activated sludge process, based on the maintenance and recirculation
of a complex biomass composed by micro-organisms able to absorb and adsorb the organic matter
carried in the wastewater. Anaerobic wastewater treatment processes are also widely applied in the
treatment of industrial wastewaters and biological sludge. Some wastewater may be highly treated
and reused as reclaimed water.
(1)Domestic Treatments
This involves treatment for potable or drinking purpose. For domestic uses water has to pass at least
four tests of (i) Taste (ii) Odor (iii) Hardness and (iv) Contamination.
Fig. 5. Flowchart for Domestic Treatments and Industrial Waste Water Treatment
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1.Filtration
1)Filtration is the process of removing colloidal matter and most of the bacteria’s, micro-organisms,
etc., by passing water through a bed of fine sand and other proper sized granular materials.
2) Activated carbon filter removes many volatile organic chemicals, some pesticides, radon gas,
hydrogen sulphide, and mercury. It also reduces door, color, and taste problems (such as residual
chlorine). Water is filtered through carbon granules that trap contaminants.
3) But if it is not cleaned frequently the higher concentrations of contaminants can serve as a breeding
ground for bacteria.
4) Filtration is also carried out by using sand filter.
2.Distillation
1) In distillation, water is evaporated, leaving impurities behind. The steam is then cooled and
becomes distilled water.
2) It removes odor, off-tastes, heavy metals, some pesticides, nitrate, fluoride, and salt.
3) But the distillation process is slow and consumes a lot of energy, making it expensive.
4) It also consumes large amounts of water if the coolant used in the distillation process is water.
3.Reverse Osmosis
1) Reverse osmosis removes inorganic minerals such as radium, sulphate, calcium, magnesium,
potassium, nitrate, fluoride, boron, and phosphorous.
2) It also helps to remove certain detergents, volatile organic contaminants, some pesticides, and taste-
and odor-producing chemicals.
3) But RO systems are costly and take up a lot of space. Also reverse osmosis is slow and filter
replacement is costly. Some microorganisms may be small enough to pass through the reverse
osmosis membrane and colonize the holding tank.
4.Cation or anion exchanger
1) Cation or anion exchangers removes barium; radium; and taste, color, and odor-producing
chemicals. It will remove dissolved iron and manganese when they are present in low
concentrations.
2) Anion exchange units will remove nitrate and fluoride. Magnesium and calcium ions in the water
are exchanged with sodium ions on the beads and softening the water. The water is cleared by
sand, filter paper, compressed glass wool, or other straining material.
5.Chlorination
1) Chlorination removes bacteria; other microbiological contaminants; and some taste-, odor-, and
color-producing chemicals.
2) Also, it removes hydrogen sulphide and dissolved iron and manganese when followed by
mechanical filtration or an activated carbon filter. During chlorination, a pump feeds chlorine into
the water. Chlorine has a residual effect, which means it works for a while after being added to the
water.
3) Excess of chlorine if added produces a characteristic unpleasant taste and odour. Moreover, it
produces an irritation on mucous membrane. The quality of free chlorine in treated water should
not exceed 0.1 to 0.2 ppm.
6.Ultraviolet radiation
1) Ultraviolet radiation removes bacteria and other microbiological contaminants. Water passes
through a special UV bulb where ultraviolet radiation kills contaminants.
2) However, this system may not work effectively in cloudy water or when the water flow is too fast.
62
3) UV units do not have a residual effect, as chlorination does.

7.Ozonation
1) Ozonation removes bacteria; other microbiological contaminants; some pesticides
2) It also removes hydrogen sulphide and dissolved iron and manganese when followed by
mechanical filtration or an activated carbon filter.
3) Disinfection by ozone is costlier than chlorination, but it simultaneously removes color, odor and
taste without giving any residue. Its excess is not harmful since it is unstable and decomposes into
oxygen.
4) This method is quite expensive and hence not employed for disinfection of municipal water supply.
8. Coagulation and Flocculation / Sedimentation with coagulation
1) Coagulation accompanied with flocculation / sedimentation is essential under conditions where
only ‘sedimentation’ does not remove the impurities.
2) e.g. Fine silica, clay or organic matters do not settle down easily, thus making ‘sedimentation’ alone
as unsuccessful technique.
3) In such cases if coagulants like Alum [K2SO4, Al2(SO4)3, 24H2O] or sodium aluminate (NaAlO2) is
added to water, impurities settle down at faster rate.
4) This is because the coagulant, when added to water, gets hydrolysed and forms gelatinous
precipitate of Al(OH)3. This ppt of Al(OH)3 is insoluble, and is flocculent in nature.
5) Hence, as it descends in water to settle down, traps fine impurities, forms larger flocs and thus
settle down with impurities, faster. These coagulants are pH sensitive and adjusting pH in
particular range, the best results can be obtained.
e.g. Alum : Ideal pH range → 6.5 - 8.5
FeSO4 : Ideal pH range → > 8.5
NaAlO2 : Ideal pH range → 5.5 - 8.0
(2)Industrial Water Treatment

Industrial Water Treatment of pollution can be classified into the following categories
1. Boiler water treatment

1) Here water is boiled in a steel boiler and generated steam is used for industrial purposes like power
generation. Through this process lots of physical, chemical and microbial impurities can be
removed.
2) Steam boilers suffer from scale. It may lead to weak and dangerous machinery. Scale deposits can
mean additional fuel is required to heat the same level of water because of the drop in efficiency.
3) Poor quality dirty water can become a breeding ground for bacteria such as Legionella causing a risk
to public health.
4) Corrosion in low pressure boilers can be caused by dissolved oxygen, acidity and excessive
alkalinity. Water treatment should remove the dissolved oxygen and maintain the boiler water
with the appropriate pH and alkalinity levels.
2.Cooling water treatment
1) This process removes waste process heat and transfer to atmosphere. This process use cooling
towers to cool heated fluids.
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2) Without effective water treatment, a cooling water system can suffer from scale formation,
corrosion and fouling and may become a breeding ground for harmful bacteria such as those that
cause Legionnaires ‘disease.
3. Waste water treatment or sewage treatment
1) Sewage treatment is the process of removing contaminants from wastewater and
household sewage, both runoff and domestic.
2) It includes physical, chemical, and biological processes to remove physical, chemical and biological
contaminants. Its objective is to produce an environmentally safe fluid waste stream and a solid
waste (or treated sludge) suitable for disposal or reuse (usually as farm fertilizer). Using advanced
technology it is now possible to re-use sewage effluent for drinking water.
Let’s check take away from this Lecture

6. Disease caused by eating fish inhabiting mercury contaminated water is:
(a) Bright’s disease
(b) Hiroshima episode
(c) Mina-mata disease
(d) Osteosclerosis Bedroom at night
7. The following unit is not used to measure the turbidity of water?
(a) NTU
(b) ATU
(c) JTU
(d) FTU
Exercise:
7. How rain water gets polluted?
8. How can water pollution be prevented?
9.Write a short note on waste water.
10. Explain the causes of water pollution?
Learning from the water pollution: Students will be able to estimate the long time implications
of the different sources of pollution.
Lecture 10
3.4 Land Pollution: Solid waste, solid waste management by land filling, composting.
Learning Objective:
Students will comprehend and will be made familiar with land pollution, solid waste and its
management.
3.4.1Land Pollution
Land pollution is the degradation of Earth's land surfaces often caused by human activities and their
misuse of land resources. It occurs when waste is not disposed properly. Health hazard disposal of
urban and industrial wastes, exploitation of minerals, and improper use of soil by inadequate
64
agricultural practices are a few factors. Urbanization and industrialization are major causes of land
pollution. The Industrial Revolution set a series of events into motion which destroyed natural
habitats and polluted the environment, causing diseases in both humans and other species of animals.
A. Sources of land pollution
Below are some sources of solid and semi-solid pollutants:
a) Agricultural sources:
These include waste matter produced by crop, animal manure, and farm residues. They also
include the chemical left over of all pesticides, fertilizers and insecticides used for agricultural
activities.
b) Ashes: The residual matter that remains after solid fuels are burned. When waste is burned in
incinerators, two types of ashes are produced. Bottom ash is the debris from burnt metal and
glass waste. Bottom ash is not bio-degradable. The second type of ash is called fly ash. This is the
ash that is trapped by filters in the chimney of the incinerators. It is known to be very toxic
(poisonous). Every four trucks of waste burnt produce about one truck of ashes that end up in the
landfill too. Ashes easily leak into the soil and water tables causing land and water pollution.
c) Mining sources: This includes piles of coal refuse and heaps of slag and underground debris.
Mining and forestry activities that clear the land surfaces (clearcutting) and use 'skid trails' often
leave the land un restored. The surface is exposed to erosion which destroys the quality of the
land. Additionally, iron and other chemicals such as copper, mercury and lead from mining
practices leach into the soil, polluting it and leaving it exposed to water bodies as well.
d) Industrial sources: These include paints, chemicals, metals and aluminum, plastics and so on
that are produces in the process of manufacturing goods.
e) Sewage Treatment: Wastes that are left over after sewage has been treated, biomass sludge, and
settled solids. Some of these are sent directly to landfills whiles other treatment plants burn them
to generate electricity. Both end up polluting the environment.
f) Garbage or waste: These include household or municipal waste such as glass, metal, cloth,
plastic, wood, paper, and so on. Some of these can decay and others cannot. They are usually
collected and sent to landfills where the pollution action begins.
g) Construction sources: These include waste like debris, wood, metals and plastics that are
produced from construction activities.
h) Deforestation: This is when trees are cut down for economic purposes, mining, farming and
construction. In forests areas, trees absorb and reflect about 20% of the intense heat from the sun,
protecting and preserving its surface soils. Cutting down trees mean that the land is exposed to
direct sunlight and rain, resulting in soil erosions, desertification and land degradation
i) Chemical And Nuclear Plants: These include chemical waste from chemical industries that are
disposed off into landfills.
j) Oil Refineries: When crude oil is refined into usable petro, gas or diesel, there are by products
that end up as waste.
B. Treatment of land pollution

a) Thermal Treatment
Thermal treatment methods generally heat and destroy pollutants through soil. The heat can also
destroy or evaporate some chemicals. In turn, evaporated pollutants move more easily than those
in solid form. Once treatment begins, pollutants are steered into and contained within
65
underground wells before getting pumped to the surface. Above-ground treatment techniques
can then purify the contaminants. Thermal treatment, which has proven particularly successful
with non-aqueous phase liquids (NAPLs), often keeps soil in place and is thus called in situ.
Examples of thermal treatment techniques include steam injection, hot water injection and radio
frequency heating.
b) Phytoremediation
Phytoremediation is a process that uses plants to stabilize or destroy soil contaminants. A
number of different mechanisms exist for this process, including phyto-stabilization and phyto-
accumulation. In the former, chemical compounds produced by plants are used to immobilize
contaminants. The latter process uses plant shoots and leaves to store contaminants that usually
contain metals. The plants are specifically chosen for their abilities to absorb large quantities of
lead. Poplar trees are among the most widely chosen plants for phytoremediation and require a
large surface area of land. In addition to metals, phytoremediation may also be used against
pesticides, explosives, fuels and volatile or semi-volatile organic compounds.
c) Soil Vapor Extraction
Soil vapor extraction (SVE) is an in situ remediation technology that leaves the soil as-is, without
moving or digging. The technique uses a vacuum to emit a controlled flow of air through the soil.
Volatile and some semi-volatile contaminants are then removed. Ground water pumps may be
used during the procedure to mitigate water upwelling caused by the vacuums. After
contaminants are removed, other remediation measures may be necessary if soil cleaning
objectives have not been met. SVE projects typically require one to three years for completion,
and field pilot studies are necessary prior to the procedure for determining feasibility and system
configuration.
d) Biosparging
Biosparging is a treatment technique using natural microorganisms, like yeast or fungi, to
decompose hazardous soil substances. Some microorganisms can ingest dangerous chemicals
without harm. In turn, those pollutants are rendered into less toxic or nontoxic substances,
usually in the form of carbon dioxide and water. To be successful, biosparging requires active
and healthy microorganisms. This is encouraged via increased bacterial growth in the soil, which
creates optimal living conditions. After the contaminants are regulated, the microorganisms
reduce in number because their food source is gone. Biosparging can occur under aerobic and
anaerobic conditions.
e) Electric Resistance Heating
Electric resistance heating works by sending an electrical current into soil through multiple
electrodes. Those electrodes are strategically placed to ensure an entire area is reached. As the
electrical current passes through the subsurface, it encounters resistance that heats the soil. The
soil turns gradually hotter until contaminant compounds reach boiling temperatures. They then
evaporate, and vapor extraction techniques are used to remove fumes. Once the vapors are
removed, treatment can begin at the soil's surface level. Benefits of this technique include low
levels of disruption, and cleanup that typically occurs within six to 10 months.
f) Landfarming
Landfarming occurs above-ground and reduces contaminant concentrations with biodegradation.
This is an ex situ process --- polluted soil is excavated, combined with bulking agents and
nutrients and then returned to the earth. The soil is spread, tilled and occasionally turned to
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improve oxygen flow. Improved microbial activity ensues, and with controlled soil conditions,
contaminants are degraded. Landfarming allows soil to be completely purified of certain
pollutants, and it is a simple technique that does not require process controls. The petroleum
industry uses landfarming to prevent chemical build-up within soil. Other successfully treated
wastes include diesel fuel and wood preservatives.
3.4.2 Solid Waste Management: Causes, Effects and Control Measures of Urban and
Industrial Waste
Solid wastes are grouped or classified in several different ways. These different classifications
are necessary to address the complex challenges of solid waste management in an effective
manner. The term municipal solid waste (MSW) is generally used to describe most of the non-
hazardous solid waste from a city, town or village that requires routine collection and transport
to a processing or disposal site. Sources of MSW include private homes, commercial
establishments and institutions as well as industrial facilities. However MSW does not include
wastes from industrial processes, construction and demolition debris, sewage sludge, mining
wastes or agricultural wastes. Municipal solid waste contains a wide variety of materials. It can
contain food waste such as vegetable and meat material, leftover food, egg shells, etc which is
classified as wet garbage as well as paper, plastic, tetra packs, plastic cans, newspaper, glass
bottles, cardboard boxes, aluminum foil, metal items, wood pieces, etc. which is classified as dry
garbage.
A. Control measures of urban and industrial wastes:
An integrated waste management strategy includes three main components:
1. Source reduction
2. Recycling
3. Disposal
1. Source reduction is one of the fundamental ways to reduce waste. This can be done by using less
material when making a product, reuse of products on site, designing products or packaging to
reduce their quantity. On an individual level we can reduce the use of unnecessary items while
shopping, buy items with minimal packaging, avoid buying disposable items and also avoid
asking for plastic carry bags.
2. Recycling is reusing some components of the waste that may have some economic value. Recycling
has readily visible benefits such as conservation of resources reduction in energy used during
manufacture and reducing pollution levels. Some materials such as aluminum and steel can be
recycled many times. Metal, paper, glass and plastics are recyclable. Mining of new aluminum is
expensive and hence recycled aluminum has a strong market and plays a significant role in the
aluminum industry. Paper recycling can also help preserve forests as it takes about 17 trees to
make one ton of paper. Crushed glass (cullet) reduces the energy required to manufacture new
glass by 50 percent. Cullet lowers the temperature requirement of the glassmaking process thus
conserving energy and reducing air pollution. However even if recycling is a viable alternative, it
presents several problems. The problems associated with recycling are either technical or
economical. Plastics are difficult to recycle because of the different types of polymer resins used in
their production. Since each type has its own chemical makeup different plastics cannot be
recycled together. Thus separation of different plastics before recycling is necessary. Similarly in
recycled paper the fibers are weakened and it is difficult to control the colour of the recycled
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product. Recycled paper is banned for use in food containers to prevent the possibility of
contamination. It very often costs less to transport raw paper pulp than scrap paper. Collection,
sorting and transport account for about 90 percent of the cost of paper recycling.
3. Disposal of solid waste is done most commonly through a sanitary landfill or through
incineration. A modern sanitary landfill is a depression in an impermeable soil layer that is lined
with an impermeable membrane. The three key characteristics of a municipal sanitary landfill that
distinguish it from an open dump are:
• Solid waste is placed in a suitably selected and prepared landfill site in a carefully prescribed
manner.
• The waste material is spread out and compacted with appropriate heavy machinery.
• The waste is covered each day with a layer of compacted soil. The problems with older landfills
are associated with groundwater pollution. Pollutants seeping out from the bottom of a sanitary
landfill (leachates) very often percolate down to the groundwater aquifer no matter how thick the
underlying soil layer. Today it is essential to have suitable bottom liners and leachate collection
systems along with the installation of monitoring systems to detect groundwater pollution.
The organic material in the buried solid waste decomposes due to the action of microorganisms. At
first the waste decomposes aerobically until the oxygen that was present in the freshly placed fill is
used up by the aerobic microorganisms. The anerobes take over producing methane which is
poisonous and highly explosive when mixed with air in concentrations between 5 and 15 percent.
The movement of gas can be controlled by providing impermeable barriers in the landfill. A
venting system to collect the blocked gas and vent it to the surface where it can be safely diluted
and dispersed into the atmosphere is thus a necessary component of the design of sanitary
landfills. Even though landfilling is an economic alternative for solid waste disposal, it has become
increasingly difficult to find suitable landfilling sites that are within economic hauling distance and
very often citizens do not want landfills in their vicinity.
4. Incineration is the process of burning municipal solid waste in a properly designed furnace under
suitable temperature and operating conditions. Incineration is a chemical process in which the
combustible portion of the waste is combined with oxygen forming carbon dioxide and water,
which are released into the atmosphere. This chemical reaction called oxidation results in the
release of heat. For complete oxidation the waste must be mixed with appropriate volumes of air at
a temperature of about 815o C for about one hour. Incineration can reduce the municipal solid
waste by about 90 percent in volume and 75 percent in weight. The risks of incineration however
involve air quality problems and toxicity and disposal of the fly and bottom ash produced during
the incineration process.
5. Vermi – Composting: Nature has perfect solutions for managing the waste it creates, if left
undisturbed. The biogeochemical cycles are designed to clear the waste material produced by
animals and plants. We can mimic the same methods that are present in nature. All dead and dry
leaves and twigs decompose and are broken down by organisms such as worms and insects, and
are finally broken down by bacteria and fungi, to form a dark rich soil-like material called compost.
These organisms in the soil use the organic material as food, which provides them with nutrients
for their growth and activities. These nutrients are returned to the soil to be used again by trees
and other plants. This process recycles nutrients in nature. This soil can be used as manure for
farms and gardens.
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Steps for Vermi-Compost

1. Dig a pit about half a meter square, one meter deep.
2. Line it with straw or dried leaves and grass.
3. Organize the disposal of organic waste into the pit as and when generated.
4. Introduce a culture of worms that is now produced commercially.
5. Ensure that the contents are covered with a sprinkling of dried leaves and soil everyday.
6. Water the pit once or twice a week to keep it moist.
7. Turn over the contents of the pit ever 15 days.
8. In about 45 days the waste will be decomposed by the action of the microorganisms.
9. The soil derived is fertile and rich in nutrients.

8. Biomedical waste may be disposed of by?
(a) Incineration
(b) Autoclaving
(c) Land filling
(d) Both (b) and (c)
9.Which pollutants are responsible for bronchitis?
A. O2, CO2
B. CO, CO2
C. SO2, NO2
D. Cl2, H2
Exercise:
11.What is Land Pollution?
12. What can you do with the final compost material?
13. Explain the solutions for land pollution in brief.
14. What is waste management?
1. Learning from the land pollution: Students will be able to identify the different types of
Land pollution and their adverse effect on living beings on short and long term basis.
2. Learning from the solid waste management: Students will be able to appreciate the use of
vermin compost and waste management in better way to be effective on application side.
Lecture 11
3.5 Noise Pollution: sources and effects, E-Pollution: sources and effects, Nuclear
pollution: Sources and effects, Nuclear pollution: Sources and effect
Learning Objectives:
Students will be able to explain different sources of noise pollution as well as e-pollution and its effect
on the health of human being.
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3.5.1 Noise Pollution

Noise may not seem as harmful as the contamination of air or water but it is a pollution problem that
affects human health and can contribute to a general deterioration of environmental quality. Noise is
undesirable and unwanted sound. Not all sound is noise. What may be considered as music to one
person may be noise to another? It is not a substance that can accumulate in the environment like
most other pollutants. Sound is measured in a unit called the ‘Decibel’.
A. Decibel levels of common sounds

dB Environmental Condition
0 Threshold of hearing
10 Rustle of leaves
20 Broadcasting studio
30 Bedroom at night
40 Library
50 Quiet office
60 Conversational speech (at 1m)
70 Average radio
74 Light traffic noise
90 Subway train
100 Symphony orchestra
110 Rock band
120 Aircraft takeoff
146 Threshold of pain
There are several sources of noise pollution that contribute to both indoor and outdoor noise
pollution. Noise emanating from factories, vehicles, playing of loudspeakers during various festivals
can contribute to outdoor noise pollution while loudly played radio or music systems, and other
electronic gadgets can contribute to indoor noise pollution. A study conducted by researchers from
the New Delhi based National Physical Laboratory show that noise generated by firecrackers
(presently available in the market) is much higher than the prescribed levels. The permitted noise
level is 125 decibels, as per the Environment (Protection) (second amendment) Rules, 1999. The
differences between sound and noise is often subjective and a matter of personal opinion. There are
however some very harmful effects caused by exposure to high sound levels. These effects can range
in severity from being extremely annoying to being extremely painful and hazardous.
B. Effects of noise pollution on physical health
The most direct harmful effect of excessive noise is physical damage to the ear and the temporary or
permanent hearing loss often called a temporary threshold shift (TTS). People suffering from this
condition are unable to detect weak sounds. However hearing ability is usually recovered within a
month of exposure. In Maharashtra people living in close vicinity of Ganesh mandals that play
blaring music for ten days of the Ganesh festival are usually known to suffer from this phenomenon.
Permanent loss, usually called noise induced permanent threshold shift (NIPTS) represents a loss of
hearing ability from which there is no recovery. Below a sound level of 80 dBA haring loss does not
occur at all. However temporary effects are noticed at sound levels between 80 and 130 dBA. About
50 percent of the people exposed to 95 dBA sound levels at work will develop NIPTS and most people
exposed to more than 105 dBA will experience permanent hearing loss to some degree. A sound level
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of 150 dBA or more can physically rupture the human eardrum. The degree of hearing loss depends
on the duration as well as the intensity of the noise. For example, 1hour of exposure to a 100 dBA
sound level can produce a TTS that may last for about one day. However in factories with noisy
machinery workers are subjected to high sound levels for several hours a day. Exposure to 95 d BA
for 8 hours every day for over a period of 10 years may cause about 15 dBA of NIPTS. In addition to
hearing losses excessive sound levels can cause harmful effects on the circulatory system by raising
blood pressure and altering pulse rates.
C. Effects of noise pollution on mental health:
Noise can also cause emotional or psychological effects such as irritability, anxiety and stress. Lack of
concentration and mental fatigue are significant health effects of noise. It has been observed that the
performance of school children is poor in comprehension tasks when schools are situated in busy
areas of a city and suffer from noise pollution. As noise interferes with normal auditory
communication, it may mask auditory warning signals and hence increases the rate of accidents
especially in industries. It can also lead to lowered worker efficiency and productivity and higher
accident rates on the job. Thus noise is just more than a mere nuisance or annoyance. It definitely
affects the quality of life. It is thus important to ensure mitigation or control of noise pollution.
D. Permitted noise levels: Ambient Noise Levels dB
Zone Decibel
Silent Zone 50
Residential Zone 55
Commercial Zone 65
Industrial Zone 70
A standard safe time limit has been set for exposure to various noise levels. Beyond this ‘safe’ time
continuing exposure over a period of a year will lead to hearing loss.
Duration dBA
8 hours 90
4 hours 93
2 hours 96
1 hour 99
30 minutes 102
15 minutes 105
7 minutes 108
4 minutes 111
2 minutes 114
1 minute 117
30 seconds 120
E. Noise Control techniques
There are four fundamental ways in which noise can be controlled:
1. Reduce noise at the source: In general, the best control method is to reduce noise levels at the
source. Source reduction can be done by effectively muffling vehicles and machinery to reduce the
noise. In industries noise reduction can be done by using rigid sealed enclosures around
machinery lined with acoustic absorbing material.
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2. Block the path of noise: Noise levels at construction sites can be controlled using proper
construction planning and scheduling techniques. Locating noisy air compressors and other
equipment away from the site boundary along with creation of temporary barriers to physically
block the noise can help contribute to reducing noise pollution. A smooth flow of traffic also
causes less noise than does a stop-and-go traffic pattern. Proper highway planning and design are
essential for controlling traffic noise. Establishing lower speed limits for highways that pass
through residential areas, limiting traffic volume and providing alternative routes for truck traffic
are effective noise control measures. The path of traffic noise can also be blocked by construction
of vertical barriers alongside the highway. Planting of trees around houses can also act as effective
noise barriers. In industries different types of absorptive material can be used to control interior
noise. Highly absorptive interior finish material for walls, ceilings and floors can decrease indoor
noise levels significantly. Sound levels drop significantly with increasing distance from the noise
source.
3. Increase the path length: Increasing the path length between the source and the recipient offers a
passive means of control. Municipal land-use ordinances pertaining to the location of airports
make use of the attenuating effect of distance on sound levels.
4. Protect the recipient: Use of earplugs and earmuffs can protect individuals effectively from
excessive noise levels. Specially designed earmuffs can reduce the sound level reaching the
eardrum by as much as 40 d BA. However very often workers tend not to wear them on a regular
basis despite company requirements for their use.
3.5.2 E-Pollution
A. Definitions
"Electronic waste" may be defined as discarded computers, office electronic equipment, entertainment
device electronics, mobile phones, television setsand refrigerators. This definition includes used
electronics which are destined for reuse, resale, salvage, recycling, or disposal. Others define the re-
usable (working and repairable electronics) and secondary scrap (copper, steel, plastic, etc.) to be
"commodities", and reserve the term "waste" for residue or material which is dumped by the buyer
rather than recycled, including residue from reuse and recycling operations. Because loads of surplus
electronics are frequently commingled (good, recyclable, and non-recyclable), several public policy
advocates apply the term "e-waste" broadly to all surplus electronics. Cathode ray tubes (CRTs) are
considered one of the hardest types to recycle.
CRTs have relatively high concentration of lead and phosphors (not to be confused with phosphorus),
both of which are necessary for the display. The United States Environmental Protection
Agency (EPA) includes discarded CRT monitors in its category of "hazardous household waste" but
considers CRTs that have been set aside for testing to be commodities if they are not discarded,
speculatively accumulated, or left unprotected from weather and other damage.
Debate continues over the distinction between "commodity" and "waste" electronics definitions. Some
exporters are accused of deliberately leaving difficult-to-recycle, obsolete, or non-repairable
equipment mixed in loads of working equipment (though this may also come through ignorance, or
to avoid more costly treatment processes). Protectionists may broaden the definition of "waste"
electronics in order to protect domestic markets from working secondary equipment.
The high value of the computer recycling subset of electronic waste (working and reusable laptops,
desktops, and components like RAM) can help pay the cost of transportation for a larger number of
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worthless pieces than can be achieved with display devices, which have less (or negative) scrap value.
In A 2011 report, "Ghana E-Waste Country Assessment", found that of 215,000 tons of electronics
imported to Ghana, 30% were brand new and 70% were used. Of the used product, the study
concluded that 15% was not reused and was scrapped or discarded. This contrasts with published but
unaccredited claims that 80% of the imports into Ghana were being burned in primitive conditions.
A. Environmental Impact of Electronic Waste
The processes of dismantling and disposing of electronic waste in the third world lead to a number of
environmental impacts as illustrated in the graphic. Liquid and atmospheric releases end up in bodies
of water, groundwater, soil and air and therefore in land and sea animals – both domesticated and
wild, in crops eaten by both animals and human, and in drinking water.
The environmental impact of the processing of different electronic waste components
E-Waste Component Process Used Potential Environmental Hazard
Cathode ray tubes (used in

Lead, barium and other heavy metals leaching
TVs, computer monitors, Breaking and removal
into the ground water and release of toxic
ATM, video cameras, and of yoke, then dumping
phosphor
more)
De-soldering and
Printed circuit board
removal of computer
(image behind table - a thin Air emissions as well as discharge into rivers
chips; open burning and
plate on which chips and of glass dust, tin, lead, brominated dioxin,
acid baths to remove
other electronic beryllium cadmium, and mercury
final metals after chips
components are placed)
are removed.
Hydrocarbons, heavy metals, brominated
Chemical stripping substances discharged directly into rive
Chips and other gold using nitric and acidifying fish and flora. Tin and lead
plated components hydrochloric acid and contamination of surface and groundwater.
burning of chips Air emissions of brominated dioxins, heavy
metals and hydrocarbons
Shredding and low
Plastics from printers, Emissions of brominated dioxins, heavy metals
temp melting to be
keyboards, monitors, etc. and hydrocarbons
reused
Open burning and
Hydrocarbon ashes released into air, water
Computer wires stripping to remove
and soil.
copper
3.5.3 Nuclear pollution: Sources and effect:
A. Definition:
Nuclear pollution or radiation is the process of transferring electro-magnetic waves from one place to
another. The energy of wavelength is directly proportional to the frequency and inversely
proportional to its radiation. High energy wavelength causes higher damage to the living organisms.
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B. Sources of Nuclear pollution:

There are two sources of radioactive radiation, man-made and natural. The natural sources comprise
cosmic rays and radioactive minerals emitted from rock and marine sediments.
The radioactive minerals contain different forms of uranium, thorium and plutonium which emit
energetic radiation causing pollution. Similarly, cosmic rays contain high energy particles and cause
pollution as they reach on Earth. The radio nuclides are present in the atmosphere and further break
down into smaller parts, emitting radiation and entering the body of living organisms during
breathing.
The man-made sources include nuclear plants, radioactive wastes, atomic bomb testing, nuclear
explosion and radio isotopes. The nuclear plants produce a lot of waste causing pollution and lately
its disposal has become a global problem.
C. Effects of Nuclear pollution:
Nuclear radiation has catastrophic effects on the health of humans such as foetus damage, leukemia,
permanent physical deformation, skin burns and even death in case if the person comes in contact
with severe radiations. It also releases toxic minerals in the environment causing pollution. Further,
radiations cause mutations leading damages to DNA molecules hence causing severe deformations in
the generations coming ahead. The immediate effects occur within few days such as hair loss,
subcutaneous bleeding, change in metabolism and proportion of cells. The delayed effects occur in
few months or years which included genetic mutations and tumors formation. The free radicals
slowly and steadily destroy proteins, membranes, and nucleic acids in human body. The most
sensitive regions exposed to radiation are actively dividing cells such as skin, gonads, intestine, and
bone marrow.
D. Control Measures:
a. Laboratory generated nuclear wastes should be disposed off safely and scientifically.
b. Nuclear power plants should be located in areas after careful study of the geology of the area,
tectonic activity and meeting other established conditions.
c. Appropriate protection against occupational exposure.
d. Leakage of radioactive elements from nuclear reactors, careless use of radioactive elements as fuel
and careless handling of radioactive isotopes must be prevented.
e. Safety measure against accidental release of radioactive elements must be ensured in nuclear plants.
f. Unless absolutely necessary, one should not frequently go for diagnosis by x-rays.
g. Regular monitoring of the presence of radioactive substance in high risk area should be ensured.
Among the many options for waste disposal, the scientists prefer to bury the waste in hundreds of
meters deep in the earth’s crust is considered to be the best safety long term option.

10. Sound which has Jarring effect on ears is
a) Noise
b) Music
c) pleasant sound
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d) soul music
11. A safe level of noise depends on

a) level of noise and exposure to noise
b) area
c) pitch
d) frequency
12. Noise pollution is measured in
a) Decibels
b) amperes
c) fathoms
d) ohm
Exercise:
15. What are the most common sources of noise pollution?
16. How does noise affect babies and children?
17. What is e-waste?
18. What do we do with e-waste?
19. State the effects of nuclear pollution on human health.
Learning from the E-Pollution: Students will be able to describe the E pollution and also the
environmental impact due to waste.
Learning from the noise pollution: Students will be able to compute the effect of noise pollution on
the health of human beings and also will be exposed to the noise pollution control techniques.
Lecture 12
3.6 Case study on Water Pollution of Ganga River, Case study on London smog (U.
K.)(December, 1952),Case Study of Fukushima Disaster (March, 2011).
Learning Objective:
Students will be made familiar with the Case studies on Water Pollution of Ganga River, London
smog and Fukushima Disaster with their causes and effects.
3.6.1 Case study on Water Pollution of Ganga River
A. Introduction of the Ganges River:
The Ganges River is 2,525 km, rising in the western Himalayas in the Indian state of Uttarakhand,
and flows south and east through the Gangetic Plain of North India into Bangladesh, where it
empties into the Bay of Bengal. It is the longest river of India and ranks among the world's top 20
rivers by amount of water discharge.
The Ganges basin formed is the most heavily populated river basin in the world.
B.Pollution in the Ganges River:
The settlements built along the river, as well as the dumping of waste water have resulted in the
serious pollution in the Ganges.
Some people even cremate and dump the bodies of the deceased into the river during holy rituals.
Despite this, people still use the river to wash their clothes, bath and carry out their daily activities.
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The World Health Organisation has stated that the Coliform bacteria in the Ganges River are over
2800 times higher than the level considered safe for humans.Worse, the leather industry dumps
water polluted with chromium into the Ganges, making water there toxic and poisonous.
C. Consequences of pollution of Ganges River
More than 420 million people depend on the Ganges River and they will be affected very badly due to
the pollution.
People utilizing the water, no matter if it is consuming the water or just using the water to bathe, wash
clothes, they might suffer from water-borne disease such as diarrhea and cholera. Marine animals
living inside the Ganges River will die as a result of poisoning from the pollutants.The government has
to spend a lot of money to clean up the pollution in the Ganges River, affecting the economy
Fishing will also be affected as the fish population will decrease due to poisoning from the toxic waste.
3.6.2 Case study on London smog (U. K.)(December, 1952)

A. Introduction to Great Smog of London:
The Great Smog of London, or Great Smog of 1952 sometimes called the Big Smoke, was a
severe air-pollution event that affected the British capital of London in December 1952. A
period of cold weather, combined with an anticyclone and windless conditions, collected
airborne pollutants – mostly arising from the use of coal – to form a thick layer of smog over
the city. It lasted from Friday, 5 December to Tuesday, 9 December 1952 and then dispersed
quickly when the weather changed.
It caused major disruption by reducing visibility and even penetrating indoor areas, far more
severe than previous smog events experienced in the past, called "pea-soupers". Government
medical reports in the following weeks, however, estimated that up until 8 December, 4,000
people had died as a direct result of the smog and 100,000 more were made ill by the smog's
effects on the human respiratory tract. London had suffered since the 1200s from poor air
quality, which worsened in the 1600s. but the Great Smog is known to be the worst air-
pollution event in the history of the United Kingdom,[6] and the most significant in terms of
its effect on environmental research, government regulation, and public awareness of the
relationship between air quality and health. It led to several changes in practices and
regulations, including the Clean Air Act 1956.
B. Sources of pollution:
The cold weather preceding and during the Great Smog led Londoners to burn more coal than
usual to keep warm. Post-war domestic coal tended to be of a relatively low-grade, sulphurous
variety (economic necessity meant that better-quality "hard" coals tended to be exported), which
increased the amount of sulphur dioxide in the smoke. There were also numerous coal-fired power
stations in the Greater London area, including Fulham, Battersea, Bankside, Greenwich and
Kingston upon Thames, all of which added to the pollution. According to the UK's Met Office, the
following pollutants were emitted each day during the smoggy period: 1,000 tonnes of smoke
particles, 140 tonnes of hydrochloric acid, 14 tonnes of fluorine compounds, and 370 tonnes of
sulphur dioxide which may have been converted to 800 tonnes of sulphuric acid.
Research suggests that additional pollution-prevention systems fitted at Battersea may have
worsened the air quality, reducing the output of soot at the cost of increased sulphur dioxide,
though this is not certain. Additionally, there was pollution and smoke from vehicle exhaust –
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particularly from steam locomotives and diesel-fuelled buses, which had replaced the recently
abandoned electric tram system – and from other industrial and commercial sources.
C. Impacts of the smog
The fog finally cleared on December 9, but it had already taken a heavy toll.
• About 4,000 people were known to have died as a result of the fog, but it could be many more.
• Many people suffered from breathing problems
• Press reports claimed cattle at Smithfield had been asphyxiated by the smog.
• Travel was disrupted for days
D. Response to the smog
A series of laws were brought in to avoid a repeat of the situation. This included the Clean Air Acts
of 1956 and 1968. These acts banned emissions of black smoke and decreed residents of urban areas
and operators of factories must convert to smokeless fuels.
People were given time to adapt to the new rules, however, and fogs continued to be smoky for
some time after the Act of 1956 was passed. In 1962, for example, 750 Londoners died as a result of
a fog, but nothing on the scale of the 1952 Great Smog has ever occurred again. This kind of smog
has now become a thing of the past, thanks partly to pollution legislation and also to modern
developments, such as the widespread use of central heating.
3.6.3 Case Study of Fukushima Disaster (March, 2011)
A. Introduction:
The powerful earthquake which hit Japan on 11thMarch 2011 caused a tsunami which added to the
destruction of millions of people’s homes and livelihoods. A consequence of this terrible natural
disaster was a man-made disaster - a nuclear power plant which supplies electricity to thousands of
homes was damaged.
Not long after the disaster it was announced that radiation had been found in water in Japan’s
capital city Tokyo and that it was unsafe for babies to drink. Tokyo is 220km (136 miles) away from
the radiation leak.
Scales such as the Richter scale which measures earthquakes, or Celsius which measures
temperature, provide us with more information to help us understand what is going on. The same
applies to the International Nuclear and Radiological Event Scale (INES) which measures how bad
a nuclear event is.
The event was considered a Level 7 ‘Major Accident’ and can be compared to the worlds largest
nuclear disaster which took place in Chernobyl, Ukraine in 1986.
Although both accidents have been classified level 7, the emissions from the Chernobyl disaster far
outweigh those from Fukushima. But we are warned that the radioactivity released in Japan might
eventually go beyond that emitted in Chernobyl. At the time of the incident over 85,000 people
were evacuated from their homes around the power plant.
The shutting down and halting of emissions and nuclear leaks from the plant may take as long as a
decade. There are concerns over leaking contaminated water which has leaked into the Pacific
Ocean. Radiation for the Fukushima accident was still being released into the atmosphere at the
end of 2014, and it is expected that the fallout will reach its peak by the end of 2015.
B. Nature of disaster
1.Off shore earthquake of magnitude 9.0 Richter scale which lasted 3 minutes.
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2.Immediately Tsunami attached by 14-meter high waves, sweeping coastal towns, and destroying
other infrastructure confronted.
3.Fukushima Daiichi nuclear plant was also struck by tsunami waves.
Flow of Disaster Incidents
1.Since earth quake preceded tsunami, the nuclear plant was shut down automatically safely but this
could not help much due to immediate attack of tsunami.
2.That is because, nuclear reactors generate high heat and hence after shutting down, the power is still
needed to cool down safely.
But due to tsunami, the power failure occurred, and also backup diesel generators failed to work.
3.Due to this, the three reactors started meltdown due to high heat which was still inside as fission
reaction and hence workers/ people in surrounding vicinity were exposed to radiations, and suffered
severe poisoning. There were no deaths due to radiations.
Reasoning Incident
In this disaster, apparently the following points related to safety strike us.
(i) Geographic location of Japan: On east edge of Eurasian plate, which is sub ducted by oceanic
pacific plate.
These two plates face friction and hence tension due to striking surfaces.
Rising tension increases pressure. Such a built up pressure, when releases, plates face shift with
release of high amount of energy causing disaster.
(ii)Japan had been facing earthquakes due to its geographic location. Therefore the infrastructure,
buildings made compliant to sustain earthquake. But subsequent tsunami took the major toll in this
disaster, because protection / safety measure to sustain tsunami were not in place.
The concerned officials government agencies failed to take tsunami warning to act upon.
After Effects / Impact of Disaster
(i) There was adverse effect on country’s economy – yen value reduced.
(ii) Due to tsunami, the power failure in nuclear plant and of backupgenerator was affected.
Hence, the nuclear reactors could not be cooled safely; instead they faced meltdown,
releasing radiations.
(iii) Several workers got affected due to radiations.
(iv) Population staying around the area were moved away to safer places, eventually were
homeless.
(v) Air services were at half in Tokyo, bullet train services were also suspended.
(vi) Port area was clogged with water due to tsunami, and all trades stopped.
(vii) Following the day of disaster, nearly for 3 weeks, due to nuclear reactor meltdown, there
were explosions, probably due to release of hydrogen gas.
(viii) The severity of situation was also due to several aftershocks of earthquakes.
(ix) Road ways, water ways, air ways, rail ways, bridges houses, etc. Were affected
communication and commuting was almost on standstill.
(x) The disaster caused several deaths, health effects due to radiation pollution and effect on
economy of country.
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Response to the Disaster

(i) The government in Japan gave announcements and directive to people be calm, cautious.
Provided help to shift to safer places. Task force was set up.
(ii) The help was offered by 91 countries, several charitable institutions, around world:
E.g. World vision UKBritish Red Cross Save the children UK.
(iii) British rescue team reached Japan to search/help/relocate the affected survivors of earth
quake and tsunami.
Steps to be taken for Preventions

(i) The warnings given about disaster must be taken to plan the protection.
(ii) No warning, however small it may be, should be ignored.
(iii) Safety of has order programs must be checked as ongoing process.
13. No smog occurs if
a) cool air is allowed to escape
b) if pollutants like smoke and sulphur dioxide are prevented from escape
c) if cool air and pollutants are prevented from escape
d) all of these
14. Smoke and fog combine to form
a) smog
b) fossil
c) acid rains
d) water pollution
15. Major gaseous man-caused pollutant is
a) carbon dioxide
b) carbon monoxide
c) sulphur dioxide
d) nitrogen oxides
Exercise:
20. State the main causes of water pollution.
21. Explain the Impacts of the smog on the health of human being.
22. Write a short note on the disaster of Fukushima.
Learning from the above Case studies: Students will be able evaluate various types of disaster with
their causes and effects.
Add to knowledge (Content Beyond Syllabus)

Pollution
Pollution is the introduction of contaminants into the natural environment that cause adverse
change.[1] Pollution can take the form of chemical substances or energy, such as noise, heat or
light. Pollutants, the components of pollution, can be either foreign substances/energies or naturally
occurring contaminants. Pollution is often classed as point source or nonpoint source pollution.
The burning of coal and wood, and the presence of many horses in concentrated areas made the cities
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the cesspools of pollution. The Industrial Revolution brought an infusion of untreated chemicals
and wastes into local streams that served as the water supply. King Edward I of England banned the
burning of sea-coal by proclamation in London in 1272, after its smoke became a problem.[4][5] But the fuel
was so common in England that this earliest of names for it was acquired because it could be carted
away from some shores by the wheelbarrow.
It was the industrial revolution that gave birth to environmental pollution as we know it today. London
also recorded one of the earlier extreme cases of water quality problems with the Great Stink on
the Thames of 1858, which led to construction of the London sewerage system soon afterward. Pollution
issues escalated as population growth far exceeded view ability of neighborhoods to handle their waste
problem. Reformers began to demand sewer systems, and clean water.[6]
In 1870, the sanitary conditions in Berlin were among the worst in Europe. August Bebel recalled
conditions before a modern sewer system was built in the late 1870s:
3.10 Learning Outcomes:
1. Know:
a) Define different types of pollution such as air, water, sound, e-pollution
b)List causes and solutions of pollution
2. Comprehend:
a) Describe photochemical smog, acid rain, land pollution, waste management, E-pollution etc
b) Explain and draw the importance of bag house filter, venturi scrubber as a control measure for air
pollution
3. Apply, analyze and synthesize:
a) Avoid unnecessary use of electronic gadgets and natural resources.
a) Use various treatments for purification of water, land, air, etc. such as RO, UV, carbon
treatment, etc.
3.6.4 Short Answer questions

Q1. Define air pollution?
Ans: According to WHO “air pollution is contamination of the indoor or outdoor environment by
any chemical, physical or biological agent that modifies the natural characteristics of the atmosphere.
Household combustion devices, motor vehicles, industrial facilities and forest fires are common
sources of air pollution. Pollutants of major public health concern include particulate matter, carbon
monoxide, ozone, nitrogen dioxide and sulfur dioxide. Outdoor and indoor air pollution cause
respiratory and other diseases which can be fatal.”
Q2. Which gas was responsible for Bhopal gas tragedy?

Ans: Methyl Isocyanate gas
Q3. Define sources of water pollution?

Ans: Point sources of pollution: When a source of pollution can be readily identified because it
hasa definite source and place where it enters the water it is said to come from a point source.Eg.
Municipal and Industrial Discharge Pipes. When a source of pollution cannot be readily identified,
such as agricultural runoff, acid rain, etc, they are said to be non-point sources of pollution.
Q4. What is composting?
Ans: Composting is the process of converting organic materials such as grass, leaves, food waste,
woody material, and manure into humus, a soil-like material.
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Q5. Why is composting important?

Ans: Composting is important because it puts organic materials back into the ground which is
necessary for a naturally healthy lawn and garden. In addition, composting is important
because it’s a better alternative then sending these natural organic materials to the landfill.
Q6. What is Recycling?
Ans: Recycling is the process of collecting, separating, processing, and selling recyclable materials
so they can be turned into new products. Simply put, recycling is taking something old and worn-out
and turning it into something new.
Q7. What is noise pollution?
Ans: Noise may not seem as harmful as the contamination of air or water but it is a pollution problem
that affects human health and can contribute to a general deterioration of environmental quality.
Noise is undesirable and unwanted sound. Not all sound is noise. What may be considered as music
to one person may be noise to another? It is not a substance that can accumulate in the environment
like most other pollutants. Sound is measured in a unit called the ‘Decibel’.
Q8. What is the full form of NEERI?
Ans: NEERI stands for National Environment Engineering Research Institute.
3.12 Long Questions:
A. Explain a case study of Fukushima Disaster with examples.
B. Explain nuclear pollution with its sources and effect.
C. Explain briefly causes and effects of Ozone layer depletion.
D. What are the reasons and effects of Global Warming?
E. Explain air pollution with its sources and effects with respect to global warming and ozone layer
depletion.
F. What is Solid Waste Management? How solid waste management is done by composting.
G. What are the sources and effects of noise pollution?
H. Explain how the environmental resources water is depleting?
I. Write a case study on Tsunami and Earthquakes in Japan.
J. Explain briefly causes and effects of Ozone layer depletion.
K. Draw suitable diagram and explain working of Bag House Filter.
L. How Solid Waste Management can be carried out by landfilling?
M. Explain what are the reasons and impact of depleting natural forest resources?
N. How Disaster Management techniques can be implemented in the event of Tsunami?
O. What are the reasons and effects of Global Warming?
P. What is photochemical smog?
Q. Explain the concept of Green Building?
R. Discuss the global environmental crisis in brief.
S. How ozone is getting depleted from the atmosphere? Explain with chemical reactions?
T. How indoor pollution is caused?
U. With the help of neat diagram, explain working of venturie scrubber.
V. Explain briefly Industrial waste water treatment.
1. Why acid rains are caused? Explain its adverse effects.
"Acid rain" is a popular term referring to the deposition of wet (rain, snow, sleet, fog, cloud water,
and dew) and dry (acidifying particles and gases) acidic components. Distilled water, once carbon
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dioxide is removed, has a neutral pH of 7. Liquids with a pH less than 7 are acidic, and those with a
pH greater than 7 are alkaline. “Clean” or unpolluted rain has an acidic pH, but usually no lower than
5.7, because carbon dioxide and water in the air react together to form carbonic acid, a weak acid.
However, unpolluted rain can also contain other chemicals which affect its pH. A common example
is nitric acid produced by electric discharge in the atmosphere such as lightning. Carbonic acid is
formed by the reaction
H2O (l) + CO2 (g) H2CO3 (aq)
Carbonic acid then can ionize in water forming low concentrations of hydronium and carbonate ions:
H2O (l) + H2CO3 (aq) HCO3− (aq) + H3O+ (aq)
Acid deposition as an environmental issue would include additional acids to H2CO3.
Adverse effects
Acid rain causes acidification of lakes and streams and contributes to damage of trees at high
elevations (for example, red spruce trees above 2,000 feet) and many sensitive forest soils. In addition,
acid rain accelerates the decay of building materials and paints, including irreplaceable buildings,
statues, and sculptures that are part of our nation's cultural heritage. Prior to falling to the earth, SO2
and NOx gases and their particulate matter derivatives, sulfates and nitrates, contribute to visibility
degradation and harm public health.
2. What are the sources and effects of Nuclear pollution?
A. Definition:
Nuclear pollution or radiation is the process of transferring electro-magnetic waves from one place to
another. The energy of wavelength is directly proportional to the frequency and inversely
proportional to its radiation. High energy wavelength causes higher damage to the living organisms.
B. Sources of Nuclear pollution:
There are two sources of radioactive radiation, man-made and natural. The natural sources comprise
cosmic rays and radioactive minerals emitted from rock and marine sediments.
The radioactive minerals contain different forms of uranium, thorium and plutonium which emit
energetic radiation causing pollution. Similarly, cosmic rays contain high energy particles and cause
pollution as they reach on Earth. The radio nuclides are present in the atmosphere and further break
down into smaller parts, emitting radiation and entering the body of living organisms during
breathing.
explosion and radio isotopes. The nuclear plants produce a lot of waste causing pollution and lately
its disposal has become a global problem.
A. Effects of Nuclear pollution:
Nuclear radiation has catastrophic effects on the health of humans such as foetus damage, leukemia,
permanent physical deformation, skin burns and even death in case if the person comes in contact
with severe radiations. It also releases toxic minerals in the environment causing pollution. Further,
radiations cause mutations leading damages to DNA molecules hence causing severe deformations in
the generations coming ahead. The immediate effects occur within few days such as hair loss,
subcutaneous bleeding, change in metabolism and proportion of cells. The delayed effects occur in
few months or years which included genetic mutations and tumors formation. The free radicals
slowly and steadily destroy proteins, membranes, and nucleic acids in human body. The most
sensitive regions exposed to radiation are actively dividing cells such as skin, gonads, intestine, and
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bone marrow.
3.6.7 University Questions:
a. What are the causes and effects of photochemical smog? (Dec 2016)
b. What are the causes and effects of E-pollution? (Dec 2016)
c. What is solid waste? Explain solid waste management by composting. (Dec 2016)
d. What causes Global warming? What are its adverse effects? (Dec 2016)
e. Which are the Indoor Air Pollutants? What effects are produced on account of them? (Dec 2016)
f. What are the causes and effects of Noise Pollution? (Dec 2016)
g. Draw a neat diagram of Bag House Filter and explain its working. (Dec 2016)
h. Define the term Noise Pollution and explain its causes. (May 2016)
i. What are the constituents in the municipal solid waste? (May 2016)
j. Draw a neat diagram of Venturi Scrubber and explain its working. (May 2016)
3.15 References:
1. Environmental Studies by Dr. Mrs.Jayshree A. Parikh and Dr. Priy Brat Dwivedy
2. http://www.economist.com/news/asia/21642224-air-indians-breathe-dangerously-toxic-breathe-
uneasy
3. Essentials of Environmental Studies by Kurian Joseph &Nagendran, Pearson Education.
4. Fundamentals of Environmental Studies by Varadbal G. Mhatre, Himalaya Publication House.
Self Assessment
Q1. How industrial, domestic, agricultural, and other wastes effect the fertility of the soil? Discuss
the measures to check it.
Q2. Explain various types of pollution.
Q3. Give the cause and effects of E-pollution.
Q4. Describe minamata disease.
Q5. Define air pollution?
Q6. What is noise pollution?
Q7. Define point sources of water pollution?
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SelfEvaluation
Name of Student
Class
Roll No.
Subject
Module No.
S.No Tick
Your choice
1. Can you definepollution and what are its types?? o Yes
o No
2. Are you able to discuss the causes of air pollution ? o Yes
o No
3. Are you able to analyse the effects of Noise pollution o Yes
on health and its remedies? o No
4. Can you diffrentiate the Industrial water waste o Yes
managemnt and the solid waste managemnt? o No
o Partialy.
o No, Not at all.
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Module No.4
POLLUTION CONTROL LEGISLATION
Lecture No. 13
4.1 Functions and powers of Central and State Control Pollution Board.
4.1.1Motivation:
Environmental Law plays crucial role in providing a framework for regulating the use of
environment and its management. In India, several Acts were passed from 1972 to 1986 and various
amendments thereafter to protect environment. India is the first nation in the world to have made
protection and conservation of environment in its constitution in 1976.
4.1.2Syllabus:
Lecture Content Duration Self-Study
Time
13 Functions and powers of Central and State Control 1Hr 2Hrs
Pollution Board.
14 Environmental Clearance, Consent and Authorization 1Hr 2Hrs
Mechanism.
Environmental Protection Act
15 Case Study of Dombivali MIDC- Boiler Blast Tragedy 1Hr 2Hrs
(Thane, Maharashtra, India), (May 2016)
4.1.3Weightage: 10- 15 Marks
4.1.4Learning Objective:
Student shall be able to
1. Define environmental legislation, clearance and authorization mechanism.
2. List the functions and powers of central and state pollution boards
3. Describe case studies pertaining to environmental legislation
4. Explain the powers and functions of Central and State pollution control boards.
5. Differentiate between powers and functions of Central and State pollution control boards.
6. Analyze the environmental impact assessment of industries
4.1.5Theoretical Background:
The students should know the deteriorating condition of the environment and the provision of
rules to control the environmental pollution.
4.1.6Abbreviations:
1. United Nations Environment Programme (UNEP),
2. South Asia Co-operative Environment Programme (SACEP),
3. International Centre for Integrated Mountain Development (ICIMOD)
4. United Nations Conference on Environment and Development (UNCED).
5. Commission on Sustainable Development (CSD),
6. Global Environment Facility (GEF)
7. Economic and Social Council for Asia and Pacific (ESCAP)
8. South Asian Association for Regional Co-operation (SAARC).
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Module 4: Pollution Control Legislation
4.1.7Formulae:
NA
4.1.8Key Definitions:
Environment: The environment is a term that includes both living and non-living things occurring
naturally on Earth or some region thereof.
Pollution: Pollution is the contaminants into the natural environment which causes unfavorable
change in the environment. It can be found in the forms of substances of chemical as well as
energy such as noise, heat, light etc. Pollutants can be called either foreign substances/energies or
naturally occurring contaminants.
4.1.9Introduction: The Central Pollution Control Board (CPCB) of India is a statutory organization
under the Ministry of Environment, Forest and Climate Change (MoEF & CC). It was established in
1974 under the Water (Prevention and Control of Pollution) Act, 1974. CPCB is also entrusted with
the powers and functions under the Air (Prevention and Control of Pollution) Act, 1981. It serves as
a field formation and also provides technical services to the Ministry of Environment and Forests
under the provisions of the Environment (Protection) Act, 1986. It Co-ordinates the activities of the
State Pollution Control Boards by providing technical assistance and guidance and also resolves
disputes among them.
4.1.10the Ministry of Environment & Forests (MoEF)
The Ministry of Environment & Forests (MoEF) is the nodal agency in the administrative structure
of the Central Government for the planning, promotion, co-ordination and overseeing the
implementation of India's environmental and forestry policies and programs.
The primary concerns of the Ministry are implementation of policies and programs relating to
conservation of the country's natural resources including its lakes and rivers, its biodiversity,
forests and wildlife, ensuring the welfare of animals, and the prevention and abatement of
pollution. While implementing these policies and programs, the Ministry is guided by the principle
of sustainable development and enhancement of human well-being.
The Ministry also serves as the nodal agency in the country for the United Nations Environment
Programme (UNEP), South Asia Co-operative Environment Programme (SACEP), and
International Centre for Integrated Mountain Development (ICIMOD) and for the follow-up of the
United Nations Conference on Environment and Development (UNCED). The Ministry is also
entrusted with issues relating to multilateral bodies such as the Commission on Sustainable
Development (CSD), Global Environment Facility (GEF) and of regional bodies like Economic and
Social Council for Asia and Pacific (ESCAP) and South Asian Association for Regional Co-operation
(SAARC) on matters pertaining to the environment.
The broad objectives of the Ministry are:
• Conservation and survey of flora, fauna, forests and wildlife
• Prevention and control of pollution
• Afforestation and regeneration of degraded areas
• Protection of the environment and
• Ensuring the welfare of animals
These objectives are well supported by a set of legislative and regulatory measures, aimed at the
preservation, conservation and protection of the environment. Besides the legislative measures,
the National Conservation Strategy and Policy Statement on Environment and Development,
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1992; National Forest Policy, 1988; Policy Statement on Abatement of Pollution, 1992; and
the National Environment Policy, 2006 also guide the Ministry's work.
The Central Pollution Control Board (CPCB), statutory organization, was constituted in September
1974 under the Water (Prevention and Control of Pollution) Act, 1974. Further, CPCB was entrusted
with the powers and functions under the Air (Prevention and Control of Pollution) Act, 1981
4.1.11Central Pollution Control Board (CPCB):
It serves as a field formation and also provides technical services to the Ministry of Environment
and Forests of the provisions of the Environment (Protection) Act, 1986. Principal Functions of the
CPCB, as spelt out in the Water (Control of Pollution and Prevention) Act, 1974, and the Air
(Control of Pollution and Prevention) Act, 1981, (i) to encourage cleanliness of streams and wells in
different areas of the States by prevention, control and abatement of water pollution, and (ii) to
improve the quality of air and to prevent, control or abate air pollution in the country.
Air Quality Monitoring is an important part of the air quality management. The National Air
Monitoring Programme (NAMP) has been established with objectives to determine the present air
quality status and trends and to control and regulate pollution from industries and other source to
meet the air quality standards. It also provides background air quality data needed for industrial
setting and towns planning.
Besides this, CPCB has an automatic monitoring station at ITO Intersection in New Delhi. At this
station Respirable Suspended Particulate Matter (RSPM), Carbon Monoxide (CO), Ozone (O3),
Sulphur Dioxide (SO2), Nitrogen Dioxide (NO2) and Suspended Particulate Matter (SPM) are being
monitored regularly. This information on Air Quality at ITO is updated every week.
Fresh water is a finite resource essential for use in agriculture, industry, propagation of wildlife &
fisheries and for human existence. India is a rive raincountry. It has 14 major rivers, 44 medium
rivers and 55 minor rivers besides numerous lakes, ponds and wells which are used as primary
source of drinking water even without treatment. Most of the rivers being fed by monsoon rains,
which are limited to only three months of the year, run dry throughout the rest of the year often
carrying wastewater discharges from industries or cities/towns endangering the quality of our
scarce water resources. The parliament of India in its wisdom enacted the Water (Prevention and
Control of Pollution) Act, 1974 with a view to maintaining and restoring wholesomeness of our
water bodies. One of the mandates of CPCB is to collect, collate and disseminate technical and
statistical data relating to water pollution. Hence, Water and Surveillance are of utmost importance.
A. Powers and Functions of the Central Board at the National Level
The main functions of the Central Pollution Control Boards (CPCBs) are as follows:
1) To give advice to the Central Government on any matter concerning prevention and control of
water and air pollution and improvement of the quality of air.
2) To Plan and cause to be executed a nation-wide programme for the prevention, control or
abatement of water and air pollution;
3) To Co-ordinate the activities of the State Board and resolve disputes among them;
4) To Provide technical assistance and guidance to the State Boards, carry out and sponsor
investigation and research relating to problems of water and air pollution, and for their
prevention, control or abatement;
5) Plan and organize training of persons engaged in programme on the prevention, control or
6) Organize through mass media, a comprehensive mass awareness programme on the
prevention, control or abatement of water and air pollution;
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7) Collect, compile and publish technical and statistical data relating to water and air pollution
and the measures devised for their effective prevention, control or abatement;
8) Prepare manuals, codes and guidelines relating to treatment and disposal of sewage and trade
effluents as well as for stack gas cleaning devices, stacks and ducts;
9) Disseminate information in respect of matters relating to water and air pollution and their
prevention and control;
10) Lay down, modify or annul, in consultation with the State Governments concerned, the
standards for stream or well, and lay down standards for the quality of air; and
11) Perform such other function as may be prescribed by the Government of India.
B. Powers and Functions of the State Pollution Control Boards

The main functions of the State Pollution Control Boards (SPCBs) are as follows:
1) To plan state-wise comprehensive programmes for prevention, control and abatement of water
and air pollution.
2) To advise the State Government on matters concerning prevention, control and abatement of
water and air pollution.
3) To lay down, modify or annul standards for sewage and trade effluents and for the Quality of
receiving waters (not being water in an interstate stream) and to classify the waters of the state.
4) To develop economical and reliable methods for treatment of sewage and trade effluent 2 in
order to facilitate their utilization for agriculture or their disposal on land.
5) To advise the State Government in respect of location of any industry which is likely to cause
water and/or air pollution.
6) To lay down, in consultation with, and having regard to the standards set by the Central
Pollution Control Board (CPCB), standards for emission of air pollutants into the atmosphere
from different sources, except ships and aircraft.
7) To inspect sewage or trade effluent works and plants installed for the treatment of sewage and
trade effluent.
8) To grant, suspend or cancel authorizations for collection, reception, treatment, transport,
storage and disposal of hazardous wastes and to allow for import of these wastes for processing
and re-use as raw materials.
9) To perform such other functions as may, from time to time, be entrusted by the CPCB or the
State Government to the Board.
10) To establish or recognize a laboratory or laboratories to enable the Board to perform its
functions under the Water Act, and the Air Act, efficiently.
11) To lay down standards for treatment of sewage and trade effluents to be discharged into a
particular stream.
12) To make, vary or revoke any order for the prevention, control or abatement of discharge of
waste into streams or wells.
13) To encourage, conduct and participate in investigations and research on water pollution
problems.
14) To collaborate with the CPCB in organizing the training of persons engaged or to be engaged in
programmes relating to the prevention, control and abatement of water and air pollution and to
organize mass education programmes on these issues
Read more- http://www.yourarticlelibrary.com/pollution/12-powers-and-functions-of-center-
and-state-pollution-control-board-india/29306/
88

1. The functions of Central Board are given under:
(a) Section 16
(b) Section 19
(c) Section 25
(d) Section 24
2. The functions of State Board are given under:
(a) Section 16
(b) Section 17
(c) Section 21
(d) Section 45
3. Power to give directions are declared under:
(a) Section 16
(b) Section 17
(c) Section 18
(d) Section 25
4. The Water (Prevention and Control of Pollution) Act was enacted in the year:
(a) 1986
(b) 1974
(c) 1994
(d) 1975
Exercise:
Q1. What are The main functions of the Central Pollution Control Boards (CPCBs) ?
Q2. What are The Powers and Functions of the State Pollution Control Boards?
Question for Practice for the day:
Q3. What are The main functions of the Central Pollution Control Boards ?
Learning from the Central Pollution Control Board (CPCB):Students will be able to understand
Powers and Functions of the Central & State Pollution Control Board.
Lecture No.: 14
4.2 Environmental Clearance, Consent and Authorization Mechanism.
Environmental Protection Act
Learning Objective:
Student shall be able to understand Environmental clearance, consent and Authorization
Mechanism and Environmental Protection Act.
4.2.1EnvironmentalClearance, Consent and Authorization Mechanism
1) Environmental clearance (EC) for certain developmental projects has been made mandatory by
the Ministry of Environment & Forests through its notification issued on 27.01.1994 under the
provisions of Environment Protection Act 1986.
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2) keeping in view a decade of experience in the environmental clearance process and the
demands from various stake holders, the Ministry of Environment & Forest issued revised
notification on EC process in September ,2006 and amended it in December 2009. it was
considered necessary by MOEF to make available Environmental Impact Assessment guidance
manual for each of the development sector.
3) in new notification, projects have been divided in two categories i.e.
4) A (Sole central list) and
5) B (Sole State list).
A. Environmental Impact Assessment (EIA)
• Environmental Impact Assessment (EIA) is an important management tool for ensuring the
optimal use of natural resources for sustainable development.
• Its purpose is to identify, examine, assess and evaluate the likely and probable impacts- of a
proposed project on the environment and, thereby, to work out remedial action plans to
minimize adverse impact on the environment.
B. Objectives of EIA
(i) To formulate a transparent, decentralized and efficient regulatory mechanism
(ii) To incorporate necessary environmental safeguards at planning stage
(iii) To involve stakeholders in the public consultation process
(iv) Identify developmental projects based on impact potential instead of the investment criteria
C. Stages in Prior Environmental Clearance Process
Stage I: Screening:
• Screening means scrutiny of category 'B' projects seeking prior environmental clearance made
by the concerned State Level Expert Appraisal Committee (SEAC).
• Screening determinants whether or not the project requires further environmental studies for
preparation of EIA for its appraisal depending upon the nature and location specificity of the
project.
• MoEF constitute EAC at Central level for Scoping and Appraisal of projects. MoEF also notify
SEAC at state level on receiving nominations from State Government. EAC/SEAC may inspect
sites (during screening, scoping and appraisal)
• As per new notifications no screening required for Category Aprojects (Sole Central List).
Category B projects (Sole State list) will be further screened at the state level for categorization
into either B1 or B2.
• Category B1 required EIA (Environmental Impact Assessment) and PH (Public Hearing) but B2
doesn't require EIA and PH
Stage II : Scoping :
• Scoping refers to the process by which the EAC in the ca e of Category 'A' projects and SEAC in
the case of Category 'BI' projects determine detailed and comprehensive TORs (Terms of
Reference) addressing all the relevant environmental concerns for the preparation of EIA report.
• TOR will help the project proponents and consultants to prepare report with relevant project
specific data, which are informative, compact and easy to comprehend.
Stage III: Public Consultation or Public Hearing (PH):
Public Consultation refers to the process by which the concerns of local affected persons and others
who have plausible ake in the environmental impacts of the project or activity are ascertained. It
can be direct hearing at site/or close proximity for local affected persons or indirect responses
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(written) i.e. through different modes of communication from plausible stake holders. And views
can be displayed in websites, libraries, and offices.
Following routine is adopted for PH:
▪ DM to preside over the PH process
• Alternate Public Authority / Agency to be engaged by MoEF in case SPCB fails to comply with
time limit
• Incorporation of public concerns in EIA report
• Videography of proceedings must and to be enclosed with application for EC
• Preparation of PH proceedings and signature by DMIADM on the same day.
• Display of PH Proceedings in web site and other Govt. offices.
• It's important to clarify that PH is not a decision stage - it is only to ascertain the concerns of
local affected persons and from plausible stakeholders.
Stage IV: Appraisal:
Appraisal means the detailed scrutiny by the Expert Appraisal Committee or State Level Expert
Appraisal Committee of the application and other documents submitted by the applicant for grant
of environmental clearance. MoEF has so far constituted 25 State Level Expert Appraisal Committee
to appraise category B projects.
Category A[Central List]:
1. Offshore and onshore oil and gas exploration and production
2. Nuclear power projects and processing of nuclear fuel
3. Petroleum refining industry
4. Asbestos milling and asbestos based products
5. Soda ash industry
6. Chemical fertilizers
7. Pesticide and pesticide specific intermediates (excluding formulations) All units producing
technical grade pesticides
8. Petrochemical complexes (industries based on processing of petroleum fractions and natural
gas and/or reforming to aromatics
9. Oil and gas transportation pipeline (crude and refinery/ petrochemical products), passing
through national parks/sanctuaries/coral reefs/ecologically sensitive areas including LNG
terminal Airports
10. All ship breaking yards including ship breaking units
11. Asbestos mining
12. Primary metallurgical industry
13. All molasses based distilleries
14. Pulp manufacturing and pulp and paper
15. New national highway
Category B (Sole State List):
1. Integrated paint industry
2. Induction/arc furnaces/cupola furnaces 5TPH or more
3. Isolated storage and handling hazardous chemicals (as per threshold planning quantity
indicated in column 3 of Schedule 2 and 3 of MSIHC Rules 1989 amended 2000)
4. Aerial ropeways.
5. Common effluent treatment plants (CETPs).
6. Common municipal solid waste management facility (CMSWMF).
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7. Building and construction projects.

8. Township and area development projects.
9. Paper manufacturing (non-pulp manufacturing).
10. New state highways.

5.Which is not an objective of EIA?
a) Recycling and reduction of waste
b) Risk analysis and disaster management
c) Assessment of international funding
d) All of the above
6.Which is not correctly matched?
a) ISO International Organisation of Standards
b) EMS -> Environmental Management System
c) EIA -> Environmental Impact Assessment
d) WTO -> Whole Trade Output
7. The important step/s in the predication of impacts is/are:
a) Carrying out the evaluation of impacts
b) Study of EIA
c) Preparation of environmental management plan
d) All of the above
8. All the cases of diversion of forests land should be approved by:
a) Central Government
b) Conservator of Forests
c) State Land Use Board
d) Ministry of Environment and Forests
Exercise:
Q5. What is the procedure to take Environmental clearance?
Q6. What are the stages in Prior Environmental Clearance Process
Question for Practice for the day:
Q7. Write a short note on Power of Central Government to take measures to protect and
improve Environment.
Learning From the Topic:

Students will be able to
• Understand Environmental clearance, consent and Authorization Mechanism.
• comprehend nuances of THE ENVIRONMENT (PROTECTION) ACT, 1986
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Lecture No.15
4.3 Case Study of Dombivali MIDC- Boiler Blast Tragedy (Thane, Maharashtra, India),
(May 2016)
Learning Objective:
Student shall be able to explain Dombivali MIDC- Boiler Blast Tragedy (Thane, Maharashtra, India),
(May 2016).
4.3.1A steam explosion is an explosion caused by violent boiling or flashing of water into steam,
occurring when water is either superheated, rapidly heated by fine hot debris produced within it, or
heated by the interaction of molten metals (as in a fuel–coolant interaction, or FCI, of molten
nuclear-reactor fuel rods with water in a nuclear reactor core following a core-meltdown). Pressure
vessels, such as pressurized water (nuclear) reactors, that operate above atmospheric pressure can
also provide the conditions for a steam explosion. The water changes from a liquid to a gas with
extreme speed, increasing dramatically in volume. A steam explosion sprays steam and boiling-hot
water and the hot medium that heated it in all directions (if not otherwise confined, e.g. by the walls
of a container), creating a danger of scalding and burning.
Steam explosions are not normally chemical explosions, although a number of substances react
chemically with steam (for example, zirconium and superheated graphite react with steam and air
respectively to give off hydrogen, which burns violently in air) so that chemical explosions and fires
may follow. Some steam explosions appear to be special kinds of boiling liquid expanding vapor
explosion (BLEVE), and rely on the release of stored superheat. But many large-scale events,
including foundry accidents, show evidence of an energy-release front propagating through the
material (see description of FCI below), where the forces create fragments and mix the hot phase
into the cold volatile one; and the rapid heat transfer at the front sustains the propagation.
Pic 1:Dombivali MIDC- Boiler Blast Tragedy
A blast at a pharmaceutical unit in a residential-cum-industrial area in Dombivali East killed five

persons and left nearly 140 people injured 26th May 2016. The impact of the blast at Probace
Enterprises was such that windowpanes of all buildings within a 1.5 km radius were shattered,
causing injuries to many.
Five bodies have been found so far. Rescue operations continued late into 26th May 2016 night.
“Among the injured, 59 have been discharged while the rest are still in hospital,” said Joint
Commissioner of Police AshutoshDumbare. He added that the rescue work was conducted by
National Disaster Response Force and fire brigade officials. A fire resulting from the blast was
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reported at 11.30 am and around 10 fire tenders and as many water tankers reached the spot in 10
minutes. “At least four small-scale industries suffered direct impact and three other buildings
collapsed. It took around two hours to bring the fire under control,” said DilipGund, Chief Fire
Officer of Kalyan-Dombivali Fire Brigade.CM Devendra Fadnavis, Industries Minister Subhash
Desai and Minister of Public Works Eknath Shinde visited the spot.
Let’s check the take away from this

Multiple Choice Questions (MCQ)
9. Which of the following is a low pressure boiler?
a. Babcock and Wilcox
b. Velox
c. Lamont
d. Cochran
10. The following is an accessory of a boiler.
a. Pressure gauge
b. Safety valve
c. Fusible plug
d. Superheater
11. The following boiler makes use of pressurized combustion
a. Velox
b. Benson
c. Loeffler
d. Lamont
12. Which of the following is used to heat the feed water by using waste heat of flue gases?
a. Air preheater
b. Superheater
c. Economizer
d. Steam separator
Exercise:
8. Find out any other case study of boiler blast and its reasons .
Question for Practice for the day :
9.What is safety requirement for boiler, in India?
10. Why water quality is control of in boilers?
Learning from the lecture: Students will be able to comprehend the concept boiler blast, reasons of
boiler blast and its impact on environment.
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➢ Difference between emissions and immissions:
Emissions are generally defined as the release of substances or energy from a source into the
environment. The Federal Immission Control Act defines emissions as air pollution, noise or odour
originating from an installation. Immission relates to the effects of emissions on the environment.
With regard to air pollution control, this means the effect of air pollutants on plants, animals,
human beings and the atmosphere.
➢ Global Warming Solutions Act of 2006
The Global Warming Solutions Act of 2006, or Assembly Bill (AB) 32, is a California State Law that
fights global warming by establishing a comprehensive program to reduce greenhouse gas
emissions from all sources throughout the state. AB 32 was authored by then-Assembly
member Fran Pavley and Assembly Speaker Fabian Nunez (D-Los Angeles) and signed into law by
Governor Arnold Schwarzenegger on September 27, 2006.
4.3.2 Learning Outcome:
a. Define environmental legislation, clearance and authorization mechanism.
b. List the functions and powers of central and state pollution boards.
a. Describe case studies pertaining to environmental legislation
b. Explain the powers and functions of Central and State pollution control boards.
3. Apply, analyze and synthesize: Student should be able to
a. Differentiate between powers and functions of Central and State pollution control
boards.
b. Analyze the environmental impact assessment industries like chemical fertilizers,
asbestos mining, petrochemical complexes, pesticides, etc.
c. Assess the impact of environmental damage at Narmada valley, Silent valley, etc.
4.3.3 Short Answer questions
1. Explain Dombivali MIDC- Boiler Blast Tragedy.
2. What is the role Ministry of Environment & Forests (MoEF)?
3.Explain in short chapter I of the Environment (Protection) Act, 1986 no. 29 of 1986
4.3.4 Long Answer question

1.Explain the role of Ministry Environment and Forest (MoE & F) towards conservation of
environment.
2.Explain important Powers and functions of Central Pollution Control Board (CPCB).

1. Write a short note on powers and functions of the Central Board at the National Level.
Ans: The main functions of the Central Pollution Control Boards (CPCBs) are as follows:
1) Giving advice to the Central Government of India on such matters concerningto the
prevention and the control of water as well as air pollution and improvement of theair
quality.
2) Plan and cause to be executed a nation-wide programme for the prevention, control or
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3) Co-ordinate the activities of the State Board and resolve disputes among them;
4) Provide technical assistance and guidance to the State Boards, carry out and sponsor
5) Plan and organize training of persons engaged in programme on the prevention, control or
7) Collect, compile and publish technical and statistical data relating to water and air pollution
and the measures devised for their effective prevention, control or abatement;
8) Prepare manuals, codes and guidelines relating to treatment and disposal of sewage and
trade effluents as well as for stack gas cleaning devices, stacks and ducts;
9) Disseminate information in respect of matters relating to water and air pollution and their
prevention and control;
Q2.What is the role Ministry of Environment & Forests (MoEF)?

ANS; The Ministry of Environment & Forests (MoEF) is the nodal agency in the administrative
structure of the Central Government for the planning, promotion, co-ordination and overseeing the
implementation of India's environmental and forestry policies and programmes.
Q3. What is Environmental Impact Assessment (EIA)
Environmental Impact Assessment (EIA) is an important management tool for ensuring the optimal
use of natural resources for sustainable development.
4.3.6 University Questions:

1.Explain the role of Ministry Environment and Forest (MoE & F) towards conservation of
environment.(Dec 2016)
2.Explain important Powers and functions of Central Pollution Control Board (CPCB).(Dec 2016)
3. Explain important features of environmental clearance and authorization mechanism.(Dec 2016)
4. What are the general powers of Central Government stated in Chapter 11 of the Environmental
Protection Act 1986?(May 2016)
5. What are the important functions of the Central Pollution Board? (May 2016)
4.3.7 References
1. Perspective of Environmental Studies, by Kaushik and Kaushik,New Age International.
4. Textbook of Environmental studies by ErachBharucha, University Press.
Publishers.
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Self Assessment
Q1. What are The main functions of the Central Pollution Control Boards (CPCBs) ?
Q3. What is the procedure to take Environmental clearance?
Q4. What are the stages in Prior Environmental Clearance Process
Q5. What is the role Ministry of Environment & Forests (MoEF)?
Q6. What is Environmental Impact Assessment (EIA)
Q7. What are the two categories of projects?
Q8. What are the Objectives of EIA?
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Self Evaluation:
Name of
Student
Class
Roll No.
Subject
Module No.
S.No Tick
Your choice
1. Do you understand the concept of environmental o Yes
legislation? o No
2. Do you understand the importance of environment o Yes
protection act? o No
3. Will you able to explain powers of Central and o Yes
State board? o No
4. Will you be able to draw the organizational o Yes
structure of Ministry of Environment and Forest? o No
o Partialy.
o No, Not at all.
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Module: 5
Renewable Sources of Energy
Lecture 16
5.1Renewable Sources of Energy
5.1.1 Motivation:
The use of renewable energy sources, such as solar, wind and hydraulic energies, is very old; they
have been used since many centuries before our time and their applications continued throughout
history and until the "industrial revolution", at which time, due to the low price of petroleum, they
were abandoned.
During recent years, due to the increase in fossil fuel prices and the environmental problems caused
by the use of conventional fuels, we are reverting back to renewable energy sources.
Renewable energies are inexhaustible, clean and they can be used in a decentralized way (they can
be used in the same place as they are produced). Also, they have the additional advantage of being
complimentary, the integration between them being favorable. For example, solar photovoltaic
energy supplies electricity on sunny days (in general with low wind) while on cold and windy days,
which are frequently cloudy, the wind generators are in position to supply more electric energy.
5.1.2 Syllabus
Lecture Title Duration Self-
Hrs studyHrs
16 Limitations of conventional sources of Energy. 1Hr 2Hrs
Various renewable energy sources.
17 Solar Energy: Principle, Working of Flat plate collector 1Hr 2Hrs
& Photovoltaic cell.
18 WindEnergy: Principle, Wind Turbines. 1Hr 2Hrs
19 Generation of Hydropower Energy: Principle, 1Hr 2Hrs
Hydropower
20 Geothermal Energy: Introduction, Steam Power Plant 1Hr 2Hrs
5.1.3. Weightage: 10-12 Marks

Students shall be able to:
1. Explain various forms of renewable energy, and the advantages, disadvantages of Renewable
Energy sources as well as limitations of conventional sources of energy.
2.Explain solar energy as renewable energy and itsPrinciple, Working of Flat plate collector &
Photovoltaic cell.
3. UnderstandWind Energy its Principle and Wind Turbines.
4. Explain generation of Hydropower Energy and to know its Principle, advantages and
disadvantages of Hydropower energy,
5. Understandgeothermal energy its advantages and disadvantages, to know the working of
Steam Power Plant.
6. Studyuse and applications of energy alternatives viz. solar energy, wind energy, Hydel energy
and geothermal energy
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Module 5: Renewable Source of Energy

The energy is derived from conventional and non-renewable sources e.g. fossil fuels like
coal, oil and nuclear fuels. If one compares the price of last 10 years, one will find a huge
increase in the gas prices.
WHO- World Health Organization
CFC- Chlorofluro Carbons
VOC - Volatile Organic Compounds
5.1.7 Formulae:
NA
5.1.8 Key Definitions:
Collector, solar: It is a device for capturing solar energy(usually solar, thermal), ranging from
ordinary windows to complex mechanical devices.
Energy Conservation: Wise use and careful management of energy resources by reducing wastages
of energy, using energy more efficiently, or reducing energy use altogether.
Energy Conversion: The process of changing one form of energy into another. For example, the
chemical energy stored in gasoline can be converted into kinetic energy (energy of motion) by
anautomobile engine.
Energy Sources:There are many sources of energy. Among these are:
1. Renewables(solar, wind, geothermal, biomass, hydro, tides).
2. Fossil fuels (coal, oil, gas);
3. Nuclear (fission and fusion);
Fossil fuels: These are fuels formed eons ago from decayed plants and animals. Oil, coal and
natural gas are such fuels. Such devices are usually of the fluorescent type, which produce little
heat, and may have reflectors to concentrate or direct the light output.
Geothermal energy: Heat generated by natural processes within the earth is calledGeothermal
energy. Chief energy resources are hot dry rock, magma (molten rock), hydrothermal(water/steam
from geysers and fissures) and geo-pressure (water saturated with methane under tremendous
pressure at great depths).
5.1.9 Course Content
Limitations of conventional sources of Energy, Various renewable energy sources.
5.1.10 Limitations of conventional sources of energy:
The energy is derived from conventional and non-renewable sources e.g. fossil fuels like coal, oil
and nuclear fuels. If one compares the price of last 10 years, one will find a huge increase in the gas
prices. The main reason of this increased price is the limitation of these energy resources.
Conventional sources of energy are natural gas, coal and oils. It has been noticed that the use of gas
and electricity has increased tremendously over the period. We produce 22 percent electricity with
natural gas alone. Industrial advancement has been possible on cheap oil and gas. Since the supply
of these sources is limited and demand is being unlimited, it has become a serious issue for the
government and the authorities.
Now people are moving towards non-conventional on-conventional sources such as solar energy,
non-conventional oil and gas, nuclear power, hydro-electricity, wind energy, tidal, geothermal or
hydrogen energy. Although though these methods are not as rich as conventional methods, there is
a need to find cheaper alternatives compared to traditional sources. After all one has to meet his
daily home and industrial demands.
Basic limitations are as follows.
1. Very High Production Cost.
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2. Heavy Transmission & Distribution Losses.

3. Limited Reach.
4. Big Threat to Environment & Public Health.
5. Cause of Global Warming, Greenhouse Effect, Acid Rain Etc.
6. Uncertainty of Availability.
7. Electricity Tariff is increasing at about 8 to 10% p.a. on an Average.
5.1.11Classification:
Energy is one of the most important inputs for the economic development of any Nation. In
developing countries, the energy sector assumes a critical importance in view of the ever-increasing
energy needs requiring huge investments to meet them.
Energy can be classified into several categories based on the following criteria:
1. Primary and Secondary energy
2. Commercial and Non-commercial energy
3. Renewable and Non-Renewable energy
1. Primary and Secondary Energy
Primary energy sources are those that are either found or stored in nature. Common primary
energy sources are coal, oil, natural gas, and biomass (such as wood). Other primary energy sources
available include nuclear energy from radioactive substances, thermal energy stored in earth’s
interior, and potential energy due to earth’s gravity. Primary energy sources are converted with
industrial utilities into secondary energy sources; for example, coal, oil or gas converted into steam
and electricity.
Primary energy can also be used directly. Some energy sources have non-energy uses, for example
coal or natural gas can be used as a feedstock in fertilizer plants.
Secondary energy sources are e.g. petrol or gasoline, hydrogen.
Sr.No. Parameter Conventional Energy Non-Conventional Energy
1. Type of energy Non-renewable sources of energy These are renewable sources of
sources energy
2. Categorized Categorized as primary and These are not categorized
secondary sources
3. physical state Mainly in one of the physical These are not in any particular
states solid, liquid or gases. physical state.
4. O2 produces energy only on They produce energy without the
combustion i.e. in presence of O2 requirement of O2 in particular.
5. Pollution These sources cause pollution These sources do not cause
pollution
6. Store These sources are easy to store These sources are not easy to store.
7. Example Primary sources example fossil Solar Energy, Wind Energy Tidal
fuels, crude oil. Secondary Energy,Geo Thermal Energy.
sources e.g. coal, coke
petrol/gasoline/kerosene/
diesel.
Learning from the sources of Energy: Students should be able to distinguish the various sources
of energy.
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2. Renewable Energy
Renewable energy is the energy obtained from sources that are essentially inexhaustible. Following
are various forms of renewable energy
1. Solar energy
2. Wind energy
3. Biomass energy
4. Hydro energy
5. Geothermal energy
6. Wave and tidal energy
The most important feature of renewable energy is that it can be harnessed without the release of
harmful pollutants. Non-renewable energy is the conventional fossil fuels such as coal, oil and gas,
which are likely to deplete with time.
A. The Advantages and Disadvantages of Renewable Energy
a) Advantages of Renewable Energy:
• One major advantage with the use of renewable energy is that, since it is renewable it is
sustainable and will never run out.
• Requires less maintenance than traditional generators.
• Their fuel being derived from natural and available resources reduces the costs of operation.
• Little or no waste products such as carbon dioxide or other chemical pollutants and thus has
minimal negative impact on the environment.
b) Disadvantages of Renewable Energy
• It is difficult to generate thelarge quantities of electricity as compared to traditionalfossil fuel
generators. This may mean that we need to reduce the amount of energy we use or simply build
more energy generating facilities.
• It also indicates that the best solution to our energy problems may be to have a balance of many
different power sources.
• Hydro generators need rain to fill dams to supply flowing water. Wind turbines need wind to
turn the blades, and solar collectors need clear skies and sunshine to collect heat and make
electricity.
• When these resources are unavailable so is the capacity to make energy from them.

Objective Questions:
1. Common energy source in Indian villages is:
a) Electricity
b) Coal
c) Sun
d) Wood and animal dung
2. Fossil fuels and metallic minerals are:
a) Renewable resources
b) Inexhaustible resources
c) Non-renewable resources
d) None of these
Exercise:
1. Describe various renewable sources of energy?
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2. Give an account of Nonrenewable resources of Energy.

3.State the Advantages and Disadvantages of Renewable Energy.
Learning from the Renewable Energy sources of Energy: Students will be able to explain
various forms of renewable energy and the advantages, disadvantages of Renewable Energy
sources
Lecture 17
Solar Energy: Principle, Working of Flat plate collector & Photovoltaic cell.
Learning objective: In this lecture students will able to understand how solar energy is used for the
production of electricity.
5.2.1 Solar Energy for Production of Electricity
1. Solar energy is converted to electricity by a photovoltaic cell in which electrons are dislodged to
produce electrical currents.
2. We could meet all the world’s energy needs by constructing a solar facility 291 miles on each
side (square) in a low latitude region. However, as of 1998, solar energy made up only 0.009% of
global energy consumption.
3. It can be used in many ways, from heating to growing plants, and is currently one of the
world’s cleanest energy sources
a) Advantages
1. Since it has no moving parts, inexhaustible, versatile, produces no wastesit is free.
2. Can be used anywhere, especially places with ample sunlight and poor agricultural conditions
(e.g., many developing countries).
b) Disadvantages
1. It can be unreliable due to weather and time of day.
2. It is very expensive (both to make the solar cells and build the facility)
5.2.2Flat-plate solar collectors
It is developed by Hottel and Whillier in the 1950s, are the most common type. They consist of
1. a dark flat-plate absorber of solar energy,
2. a transparent cover that allows solar energy to pass through but reduces heat losses,
3. a heat-transport fluid (air, antifreeze or water) to remove heat from the absorber, and
4. a heat insulating backing.
The absorber consists of a thin absorber sheet (of thermally stable polymers, aluminum, steel or
copper, to which a matte black or selective coating is applied) often backed by a grid or coil of fluid
tubing placed in an insulated casing with a glass or polycarbonate cover.
In water heat panels, fluid is usually circulated through tubing to transfer heat from the absorber to
an insulated water tank. This may be achieved directly or through a heat exchanger.
Most air heat fabricators and some water heat manufacturers have a completely flooded absorber
consisting of two sheets of metal which the fluid passes between.
Because the heat exchange area is greater,they may be marginally more efficient than traditional
absorbers.
Sunlight passes through the glazing and strikes the absorber plate, which heats up, changing solar
energy into heat energy. The heat is transferred to liquid passing through pipes attached to the
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absorber plate. Absorber plates are commonly painted with "selective coatings," which absorb and
retain heat better than ordinary black paint. Absorber plates are usually made of metal—typically
copper or aluminum—because the metal is a good heat conductor.
Copper is more expensive, but is a better conductor and less prone to corrosion than aluminum.
Flat plate solar collector
a) Advantages of Solar Energy

1. The solar power obtained from the sun is absolutely free.
2. The production of solar energy creates no pollution.
3. The technological advancements in solar energy systems have made them extremely cost
effective.
4. Most systems do not require any maintenance during their lifespan, which means no additional
moneyis required after initial investment.
5. Most systems have a life span of 30 to 40 years.
6. Most systems carry a full warranty for 20 to 30 years or more.
7. Unlike traditional monstrous panel systems, many modern systems are sleek such as Uni-Solar
rolls that lay directly on the roof like regular roofing materials.
8. In 35 states, solar energy can be fed back to the utilising facilities to eliminate the need for a
storage system as well as eliminating or dramatically reducing your electric bills.
9. Solar energy systems are now designed for particular needs. For instance, you can convert your
outdoor electrical systems (garden lights, street lights, etc.) to solar energy systems. The solar
cells are located on the roof of the lights and can’t be seen directly. Also, all costs associated
with outdoor electrical systems can be eliminated.
5.2.3Photovoltaic Cell (Solar Cell)
These are based on the principle of semiconductor physics/ photovoltaic effect. The devices are
designed to convert the available sunlight into electrical energy.This type of conversion does not
involve any chemical reactions or moving parts in the device.
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Schematic sketch of a typical PV cell

A) Structure / Construction of modern solar cells.
This cell basically consists of P-N junction photodiodes, which have very large light sensitive area.
There are three layers for energy conversion:
a) Top junction layer (made of N-Type semiconductor)
b) Middle absorber layer i.e. P-N junction where energy is absorbed.
c) Back junction layer (made of P-Type semiconductor)
B) Working of PV cell:
The three layers present in PV cell work simultaneously for the absorption of sunlight, photovoltaic
effect to occur and conversion of heat into electrical energy.The top junction layer is N-Type made
of electron deficit material and lower or the back junction is P-Type.The electropositive metals
possessing only one valence electron are used to form lower level as they can lose electron easily
leaving behind hole.When sunlight falls on the absorbing surface, the photons are absorbed and the
electrons from lower level are replaced to form hole.The free electrons move towards upper layer
where it can be accepted because of electron deficit material.The process continues involving flow
of electrons to holes in the PV cell creating a potential difference, at the P-N junction. Hence current
is generated at the junction.
The electric field is thus created at the junction
• How it works
– Solar power plants
• Steam produced to turn turbine
– Solar heating
• Active and passive systems
– Photovoltaic cells
• “Solar batteries” use special semiconductors
• Advantages
– Renewable and free
– High energy yield
– A very clean source of energy
• No air/water pollution during operation
– Low operating costs
• Will pay for themselves over time
• Disadvantages
– Intermittent source
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• Energy storage issues

– Low energy density
• Requires pretty much land

3. Harnessing of Nuclear Energy often causes:
a) Air pollution
b) Water pollution
c) Thermal Pollution
d) Noise pollution
4. A thin wafer of ______ converts solar radiation in to electricity.
A. sodium
B. strontium
C. stibium
D. selenium
5. Which of the following is not associated with solar energy?
A. Fossil fuel
B. Hydel energy
C. Geothermal energy
D. Wind energy
6. Which of the following is an optional form of energy?
A. Geothermal energy
B. Natural gas
C. Petroleum
D. Hydrogen
Exercise:
4.Write note on Flat Plate Solar Collectors.
5. Explain the advantages of solar energy.
6. Write a note on Photovoltaic Cell
Learning from the solar Energy: Students should be able to explain solar energy as
renewable energy and They are able to distinguish the advantages and disadvantages of
solar Energy.
Lecture 18
Wind Energy: Principle, Wind Turbines.
Learning objective: In this lecture students will able to understand how wind energy is used and
what are its advantages and disadvantages.
5.3.1Wind Energy
1. Wind energy depends on the sun; it is a form of solar energy. Heating and cooling of air causes
wind to circulate
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2. Method: turbines convert wind energy into mechanical energy and then into electrical. It works
like a fan in reverse.
3. Wind turbines now manufactured have power ratings from 250W to 1.8MW
a) Advantages
1. Low price (~4-6 c per kWh), renewable source, dependent on sun. (This compares with $0.04
per kWh for new conventional power plants so wind energy is close to competitive without
subsidies)
2. Does not create pollution.
3. A domestic source. Wind turbines on 6% of our land could generate all our electricity
b) Disadvantages
1. Higher initial investment, not cost competitive in the short-term
2. Cannot be stored and timing of wind cannot be controlled
3. Noise, aesthetics, and bird danger
5.3.2Wind Machines
The machines used to convert kinetic energy of wind into mechanical and later into electrical
energy, are called wind machines. e.g. wind mill, wind turbine etc. These machines consist of air
foil shaped blades. The bladesrotate at high speed when wind blows. These blades are connected to
a drive shaft which turns on electric generator to produce electricity. Wind turbines are of two
types, based on the directionof the rotating shaft.
a) Horizontal axis machines
b) Vertical axis machines.
Such machines have three blades similar to the propellers of airplanes.
Machines of various sizes are available. The choice of size depends upon the area for which the
electricity is generated. Larger areas or townships also can be provided with electricity by grouping
together many wind turbines. Such groups are called wind turbine farms. Taller the wind turbine,
more wind can be captured. Hence if it is to be in open areas, the machines can be as tall as the
height of 20 storey buildings with blades spread across almost 200 feet distance.
Wind Turbine / Machine
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b) Vertical axis machines

These are not used commonly as compared to horizontal machines. They are like horizontal
machines except in the direction of blades which are going vertically down. A typical machine
generally is 100 feet tall and 50 feet wide.
A. Advantages of Wind Energy

Wind is always available free. With the help of wind farms, it is possible to satisfy the need of
electrical energy for big cities.
B. Disadvantages
Installation requires open land. Hence cost is high especially in developing countries. Wind is
produced when the air is heated by the sun, hence it is an indirect form of solar energy. Therefore,
solar energy as well can be used merely totally dependent on speed of wind and plant needs to be
quipped to sustain storm like condition.
Advantages Disadvantages
• High net energy yield • An intermittent source of energy; needs
• Renewable and free backup (e.g. stored energy) for low-
• Very clean source of energy wind days
• No pollution • must be connected to the electrical grid
• Long operational life • Visual pollution
• Low operating/maintenance costs • Danger to birds
• Can be quickly built; not too • New (slow turning) designs largely
expensive eliminate this problem
• Can combine wind and agricultural • Low energy density of wind
farms • Must use large areas of land Only
practical in areas that are windy enough

7. How much electricity does the largest windfarm at Kanyakumari generate?
A. 200 MW
B. 300 MW
C. 400 Mw
D. 500 MW
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8. In a fuel cell, electrical energy is produced by

a.Reaction of hydrogen with oxygen
b.Thermionic action
c. Combustion of fuel in the absence of oxygen.
d. None of the above.
Exercise:
7.How much has wind power grown since 2000?
8. Write a note on Wind Machines.
Question for practice for the day:
9. State the advantages and disadvantages of wind energy.
[
Learning from the wind Energy: Students should be able to explain wind energy as a
renewable energy and able to distinguish advantages and disadvantages of wind Energy.
Lecture 19
Hydropower Energy: Principle, Hydropower generation.
Learning objective: In this lecture students will able to understand the concept of Hydropower
energy and its generation by Hydroelectric Power Plant.
5.4.1Hydropower
The word indicates clearly that it is energy generated from Water [Hydro = Water Power = Energy].
Water stored in reservoir through dams, is made to flow on Turbines/paddle wheels, to generate
mechanical energy which is then converted into electrical energy. Hydropower is renewable energy
source and non-polluting clean energy.
Hydro Power plant
It is also known as hydroelectric power plant, used to obtain mechanical and electrical energy from
stored water, by making flow with force/pressure over turbine wheels. The plant is simple and can
be located practically anywhere, near the source of water.
A. Principle
The "potential energy of stored water is converted into steam energy using hydraulic turbines,
which is then used to run electrical generator converting it into electrical energy", is the principle if
Hydroelectric power plant.
The hydroelectric power plant usually consists of following components.
1) Water reservoir Penstock 2) Surge Tanks
3) Power house 4) Turbine wheels
B. Hydro Power generation by Hydroelectric Power Plant

a) Water reservoir
The water is stored at higher level. The reservoirs are of various sizes depending upon the
requirement. If water reservoir is the stored natural water, i.e. river, pond or lake, then it is
supported with dam, which is used to release water flow as required.
b) Penstock
The large diameter PVC pipes used for carrying water from reservoir to the turbine wheels
are named as "penstocks"
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In large size power plants, all penstocks are supported by concrete structures called as
"Anchor blocks". This is essential because when water is released from reservoir through
dam, it flows with high pressure and velocity, which may damage the penstock.
c) Surge Tanks
To handle such situation, an additional small tank is also connected to penstock which
stores excess water, if released due to natural force. Thus, the penstocks are protected such
additional tank is called as "surge tanks"
d) Turbine wheels
These are metal wheels situated in power house and are rotating at high speed. The shaft of
wheel is coupled with an electrical generator.
e) Powerhouse
It is a building where the energy transformation occurs. The operation of plant is controlled
from the "control room" situated at the top of this building.
Fig. Hydroelectric Power Plant

i) Advantages of Hydro-electric Power Plant
(1) Electrical energy is generated at very low cost
(2) The time required to generate power is small.
(3) The plants do not produce greenhouse gases, thus no air and water pollution.
ii) Disadvantages of Hydro-electric Power Plant
(1) Installation cost is high.
(2) Plants can be set up only where plenty of rainfall occurs.
(3) Long length transmission lines are required for distribution of power. Hence it adds to cost and
also maintenance
iii) Limitations of Hydroelectric Power Plant
(1) Construction of dams causes destabilization of population in nearby areas.
(2) Eco-balance is disturbed.
(3) Fertility of land surrounding the river area is decreased.
(4) Earthquakes may be caused due to concentration of high hydrostatic pressure in certain
selected areas.
(5) High humidity in the area of dam increases the corrosion of various metallic structures in
surrounding area.
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1. In hydro power plant, the graph between discharge and time is known as
(a) monograph.
(b) load graph.
(c) discharge graph.
(d) hydro graph.
2. Which of the following generating station has minimum running cost?
(a) Nuclear.
(b) Hydro.
(c) Thermal.
(d) Diesel.
Exercise:
1.Discuss the principle involved in producing Hydro Power and the advantages and
Environmental consequences involved in Hydro Power generation.
1. Write a note on Hydropower.
Learning from this lecture ‘Hydropower’:

Students should able to know the generation of hydropower energy by Hydroelectric
Power Plant and how this energy is used.
Lecture 20
Geothermal Energy: Introduction, Steam Power Plant
5.5.1Geothermal Energy
a) Introduction:
The interior of the earth is still very hot and the rock in the interiors in molten state when the water
percolates and comes in contact with the hot interior rocks, the sulphur gets dissolved in the water
and along with the hot water comes up in a form of the hot springs. This heat can be used to
generate energy which is called as, Geo-thermal energy. The hot springs are used to generate this
type energy.
The use of the geothermal energy depends upon the temperature of the hot spring water.If it is
higher than 90°C, it is used for industrial purposes, and if it is less than 90°C, it is used for space
heating, green houses, for house heating or for house cooling.
b) Geothermal Energy and Environment
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The geothermal energy is another non-conventional energy resource having some advantages and
some limitations.
i) Advantages:
It is an inexhaustible energy resource.
It is very cheap.
It is a more regular energy production than other nonconventional
Resources like wind and solar energy.
It is good for the hilly, remote areas; where in no other energy is available
• How it works
– Geothermal power plants
• Use earth’s heat to power steam turbines
– Geothermal direct use
• Use hot springs (etc.) as heat source
– Geothermal heat pumps
• Advantages
– Renewable
– Easy to exploit in some cases
– CO2 production less than that with fossil fuels
– High net energy yield
• Disadvantages
– Not available everywhere
– H2S pollution
– Produces some water pollution (somewhat similar to mining)
ii) Limitations:
These hot springs are generally away from the areas having potentials of industrial development.
The steam energy is to be used institute. it cannot be carried out for a longer distance as there will
be loss of the energy and it will increase the cost of production also. The sulphur, which comes out
together with the hot water and other gases, pollute the soil the nearby areas and it can create air
pollution also.
5.5.2 Steam Power Plant
Thermal Power Plants
In a thermal power plant, steam is produced and used to spin a turbine that operates a generator. A
conventional thermal power plant uses coal, oil or natural gas Fuel as fuel to boil water to produce
the steam. There are three major types of thermal power plants and they are as follows:1.
1. Steam turbine power plants.
2. Gas turbine power plants.
3. Diesel engine power plants.
Steam turbine power plants use coal, oil or gas as fuel whereas gas turbines use only oil or gas as
fuel. In diesel power plants, diesel oil is used as the fuel.
A. Steam Turbine Power Plant
In Steam Power Turbine plant, a Fuel is burning inside a boiler to heat water and generate steam.
This steam is then used to drive turbines which in turn drive the power generators to generate
electricity.
This steam is suitable for the use of thermal energy of relatively low temperature (below 600
degrees Celsius). The steam coming out of the turbine is condensed into water and is recycled. In
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order to improve the efficiency of the steam power plant, some additional functional parts such as
super heater, economizer etc. arealso included in the plant.
Fig. Steam Turbine Power Plant

B. Construction/Components
Coal and Ash System: In this system, the coal from the coal storage is fed to the boiler through coal
handling equipment for the generation of steam. Ash so produced due to ash storage through ash-
handling system
Air and Gas System: Air is supplied to the combustion chamber of the boiler through a draught
fan.
Boiler House: Boilers bum the fuel transferred from the tank and use the resulting heat to convert
water into steam.
Super Heater: Super heater is a heat exchanger that increases the steam pressure and also
eliminates moisture in the steam by using the high temperature flue gases from the boiler.
Economizer: The water from the condenser is passed to the economizer which heats up the water
and send it to the boiler.
Air Pre-heater: Air pre-heater acts as heat exchanger. It uses heat from fuel gases and heats up the
air coming from the air intake system. Then this heated air is sent to boiler. This ensures proper
combustion and it helps to improve the overall efficiency of the power plant.
Cooling System: The steam coming out of the turbine is condensed to water using the condenser
and cooling tower arrangement.
Turbine and Alternator: The turbines convert the heat energy into mechanical energy. Alternators
convert this mechanical energy into electrical energy.
C. Working
The exhaust gases carrying sufficient quantity of heat and ash are passed through the air heater and
then passed into the boiler, Coal and air in correct proportion is sent to the boiler house
forcombustion to take place. Water is supplied to the boiler through the boiler feed pump. This
water is converted to steam in the boiler house. The flue gases coming out of the boiler is of the
order of 1000 degree Celsius. This hot gas is passed through stages like
1. super heater,
2. economizer,
3. air pre-heater and
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4. at last, it is released out through the chimney.

When combustion commences, the temperature inside the boilers rises to between 1,100 and 1,500
degrees Celsius, the water inside the tubes is turned into high temperature and high-pressure
steam, and the steam is transferred to the steam turbines through the super heater.
Stern drives the turbine. The steam rotates the turbine blades at high speed of 3,000 rpm. Turns of
the alternator, which is directly connected to the turbines.
The condensed water can be recycled throughout the process. The water pump sends this water to
the boiler through the economizer. The steam is cooled by seawater in condenser, restored to water,
then returned to the boiler for reuse. cycle of water - steam - water is repeated over and over again,

1. _____ is the coal of best quality.
A. Peat
B. Lignite
C. Bitumin
D. Anthracite
2. Usually petroleum is formed under ______.
A. igneous rocks
B. sedimentary rocks
C. metamorphic rocks
D. any rock
Exercise:
1.How is Geothermal energy used for the generation of electrical power, discuss its advantages and
disadvantages.
2.Write a note on Steam turbine power plants.
1. Write a note on Gas turbine power plants.
2. Write a note on Diesel engine power plants.
Learning from the Hydro Power generation by Hydroelectric Power Plant Geothermal Energy:
Students should be able to explain Hydro Power generation by Hydroelectric Power Plant
Geothermal Energy as renewable energy and The Advantages and Disadvantages.

➢ Alternative energy:
Alternative energyis a source of energy that is an alternative to the fossil fuel. These alternative
energies are intended to address to the fossil fuels, such as its high carbon dioxide emissions, which
is an important factor for the global warming. There are several other alternative sources of energies
such as Marine energy, hydroelectric, wind, geothermal and solar power.
The nature of what constitutes an alternative energy source has changed considerably over time, as
have controversies regarding energy use. Because of the variety of energy choices and differing
goals of their advocates, defining some energy types as "alternative" is considered very
controversial.
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➢ Ecologically friendly alternatives

A renewable energy source such as biomass is sometimes regarded as a good alternative to
providing heat and electricity with fossil fuels. Biofuels are not inherently ecologically friendly for
this purpose, while burning biomass is carbon-neutral, air pollution is still produced. For example,
the Netherlands, once leader in use of palm oil as a biofuel, has suspended all subsidies for palm oil
due to the scientific evidence that their use "may sometimes create more environmental harm than
fossil fuels".
Learning Outcome:
a) State various renewable sources of energy sources.
a) List the Limitations of conventional sources of Energy. Various renewable energy sources
b) Explain Solar Energy: Principle, Working of Flat plate collector and Photovoltaic cell.
3. Apply, analyse and synthesize: Student should be able to
a) Apply Hydel Energy: Principle, Hydropower generation in day to day life.
Self-Assessment
(1) State various renewable sources of energy sources.
(2) State Limitations of conventional sources of Energy.
(3) Explain Principle, Working of Photovoltaic cell.
(4) Describe Principle, Working of Hydropower generation.
(5) How is geothermal energy used for the generation of electrical power, discuss its advantages
and disadvantages?
5.6Short Answer Questions:

1) What is renewable energy?
Ans: Energy derived from natural processes (e.g. sunlight and wind). Solar, wind, geothermal,
hydro, and some forms of biomass are common sources of renewable energy.
2) How much of the world's energy comes from renewable sources?
Ans: In 2009, the world relied on renewable sources for around 13.1% of its primary energy supply,
according to IEA statistics. Renewables accounted for 19.5% of global electricity generation and 3%
of global energy consumption for road transport in the same year.
3)How much has wind power grown since 2000?
Ans: Global wind power capacity was 238 Gigawatts (GW) at the end of 2011, up from just 18 GW
at the end of 2000, with an average growth rate of over 25% over the past five years.
4) How much has solar photovoltaic (PV) grown over the last decade?
Ans: Solar photovoltaic (PV) directly converts solar energy into electricity using a PV cell; this is a
semiconductor device. The global total of solar PV was roughly 67 GW at the end of 2011, to be
compared with just 1.5 GW in 2000. Over the past five years, solar PV has averaged an annual
growth rate of over 50%. Growth has been mostly concentrated in a few countries, where PV
generates today a few percent of total yearly electricity production.
5)How much has biofuel production grown over the last decade?
Ans: Global biofuel production grew from 16 billion liters in 2000, to more than 100 billion liters in
2010. This biofuel provides around 3% of the world’s fuel for transport. (In Brazil, biofuel provides
23% of all transport fuel, compared with 4% in the United States and 3% in the European Union).
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6)What are variable renewables?

Ans: Variable renewables include wind, solar, wave and tidal energy, and are based on sources that
fluctuate during the course of any given day or season. Variability is not new to power systems,
which must constantly balance the supply and variable demand for electricity, and face all kind of
contingencies. However, large shares of variable renewables supply may increase pressure on
power systems, which may need increased flexibility to respond to this balancing issue. More
flexible generating capacities (e.g. gas and hydro power plants), interconnections, storage (e.g. with
pumped-hydro plants), and/or load-management empowered by smart grids, can be combined to
provide the required flexibility.
7) What is the impact of renewables on energy security?
Ans: Use of renewables can also reduce fuel imports and insulate the economy to some extent from
fossil fuel price rises and swings. This certainly increases energy security.
8) Are renewables competitive?
Ans: The renewable energy sector is demonstrating its capacity to deliver cost reductions, provided
that appropriate policy frameworks are in place and enacted. Deployment is expanding rapidly.
Non-hydro renewables, such as wind and solar PV, are increasing at double-digit annual growth
rates. Costs have been decreasing and a portfolio of renewable energy technologies is becoming
cost-competitive in an increasingly broad range of circumstances. Established technologies such as
hydro and geothermal are often fully competitive. Where resources are favourable, technologies
such as onshore wind are almost competitive. However, economic barriers remain important in
many cases. In general, costs need to be reduced further. Moreover, fossil fuel subsidies and the
lack of a global price on carbon are significant barriers to the competitiveness of renewables.
9) How do photo voltaics work?
Ans: Here's a short answer: Sunlight on photovoltaic modules produces direct current (DC)
electricity which is converted to alternating current (AC) by a device called an inverter, which is
then wired into your main service panel where it feeds your internal power grid. For more details,
see pg. 92.
10) What is a wind power plant?
Ans: Wind plants can range in size from a few megawatts to hundreds of megawatts in capacity.
Wind power plants are "modular," which means they consist of small individual modules (the
turbines) and can easily be made larger or smaller as needed. Turbines can be added as electricity
demand grows. Today, a 50-MW wind farm can be completed in 18 months (including resource
assessment).
11) What is Geothermal Energy?
Ans: Geothermal energy is heat (“thermal”) derived from the earth (“geo”). It is the thermal energy
contained in the rock and fluids, that fill the fractures and pores in the rocks that form the earth’s
crust.
5.7 Long Answer Questions:
1. ExplainGeothermal Energy in details.
2. Explain variable renewable with its impact on energy security?
3. How is Geothermal energy used for the generation of electrical power, discuss its advantages and
disadvantages.
4. Write a short note on Thermal Power Plants.
5.8 University Questions with Sample Answers
1. Explain Geothermal Energy and Environment with its advantages and limitations:
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The geothermal energy is another non-conventional energy resource having some advantages and
some limitations.
iii) Advantages:
It is an inexhaustible energy resource.
It is very cheap.
It is a more regular energy production than other nonconventional
Resources like wind and solar energy.
It is good for the hilly, remote areas; where in no other energy is available
• How it works
– Geothermal power plants
• Use earth’s heat to power steam turbines
– Geothermal direct use
• Use hot springs (etc.) as heat source
– Geothermal heat pumps
• Advantages
– Renewable
– Easy to exploit in some cases
– CO2 production less than that with fossil fuels
– High net energy yield
• Disadvantages
– Not available everywhere
– H2S pollution
– Produces some water pollution (somewhat similar to mining)
iv) Limitations:
These hot springs are generally away from the areas having potentials of industrial development.
The steam energy is to be used institute. it cannot be carried out for a longer distance as there will
be loss of the energy and it will increase the cost of production also. The sulphur, which comes out
together with the hot water and other gases, pollute the soil the nearby areas and it can create air
pollution also.
5.9University Questions:
1. Which are the renewable sources of energy? Why there is growing emphasis given on renewable
sources of energy?
2. Draw a suitable diagram and explain how solar energy can be harnessed using Photovoltaic
Cells.
3. Draw a suitable diagram of Flat Plate Collector and its working.
4. Which are the various Renewable sources of energy?
5. Explain the working principle of generating electricity by using Wind energy.
6. State the working Photovoltaic Cell used for solar energy
5.10References
1. Perspective of Environmental Studies, by Kaushik and Kaushik, New Age International.
4. Textbook of Environmental studies by Erach Bharucha, University Press.
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Self-Evaluation
Name of
Student
Class
Roll No.
Subject
Module No.
S.No Tick
Your choice
1. Can you list various renewable sources of energy? o Yes
o No
2. Are you able to wrire a note on Flat Plate Solar o Yes
Collectors? o No
3. Are you able to analyse the effects of wind power o Yes
grown since 2000 on the economy ? o No
4. Can you differentiate various renewable Non- o Yes
renewable resources ? o No
o Partialy.
o No, Not at all.
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MODULE: 6
TECHNOLOGICAL ADVANCES TO OVERCOME ENVIRONMENTAL PROBLEMS
Lecture 20
6.1 Concept of Green Buildings
6.1.1 Motivation:
Technology has played a key role in the development of human society. Modern technologies such
as information technology have changed the human lifestyle. Development of sophisticated
instruments like computers, satellites, telecommunication instruments etc. have resulted in total
revolution in almost all spheres of life.
6.1.2 Syllabus
Lecture Title Duration Self -study
Hrs Hrs.
20 Concept of Green Buildings 1Hr 2Hrs
21 Various Indoor air pollutants and their effects on health 1Hr 2Hrs
22 Carbon Credit: Introduction and General concept. 1Hr 2Hrs
23 Disaster Management: Techniques of Disaster 1Hr 2Hrs

Management to cope up with i) Earthquake and (ii)
Flood
24 Case Study on Earthquake in Latur (Maharashtra, 1Hr 2Hrs
India), (September, 1993).
Case Study on Cloudburst and Landslides at Kedarnath
(Uttarakhand, India), (June, 2013).
6.1.3 Weightage: 10- 15 Marks

Students shall be able to
1. List features of green buildings, major contaminants, etc.
2. Explain methods of improving internal environment of a building
3. Describe the elements of disaster management.
4. Develop technology to bring about sophistication in environment.
5. Understand the ways to handle and manage disasters
The students need to know the basics of science and technology, so that this knowledge can be
helpful in sustaining the development. Technology has played a key role in the development of
human society. Modern technologies such as information technology have changed the human
lifestyle. There is a need of understanding the technological advancements to overcome
environmental problems.
6.1.6 Abbreviations:
NA
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Module 6: Technology Advances to Overcome Environment Problems
6.1.7 Formulae:
NA
6.1.8 Definitions:
1. Green technology: Green technology (green-tech) or clean technology (clean-tech) is the
application of one or more of environmental science, green chemistry, environmental
monitoring and electronic devices to monitor, model and preserve the natural environment and
resources in order to curb the negative impacts of human involvement.
2. ENVIS: The Ministry of Environment and Forests, Government of India, has created an
information system called Environmental Information System (ENVIS)
3. Renewable energy: Renewable energy is energy that can be replenished easily. For years we
have been using sources like wood, sun, water, etc. for means for producing energy. Energy that
can be produced by natural objects like wood, sun, wind, etc. is considered to be renewable.
4. Water purification: The whole idea/concept of having dirt/germ/pollution free water flowing
throughout the environment. Many other phenomena lead from this concept of purification of
water. Water pollution is the main enemy of this concept, and various campaigns and activists
have been organized around the world to help purify water.
5. Air purification: Some basic and common green plants can be grown indoors, to keep air fresh
because all plants remove CO2 and convert it into oxygen. The best examples are:
Dypsislutescens, Sansevieriatrifasciata, and Epipremnumaureum.
6. Sewage treatment: Sewage is conceptually similar to water purification. Sewage treatments are
very important as they purify water as per its pollution levels. More polluted water is not used
for anything, and the least polluted water is supplied to places where water is used affluently. It
may lead to various other concepts such as environmental protection, sustainability etc.[4]
7. Environmental remediation: Environmental remediation is the removal of pollutants or
contaminants for the general protection of the environment. This is accomplished by various
chemical, biological, and bulk movements. (Encyclopedia of medical concepts)[5]
8. Solid waste management:Solid waste management is the purification, consumption, reuse,
disposal and treatment of solid waste that is undertaken by the government or the governing
bodies of a city/town.
9. e-Gain forceasting:e-gain forecasting is a method using forecasting technology to predict the
future weather's impact on a building.[7] By adjusting the heat based on the weather forecast, the
system eliminates redundant use of heat, thus reducing the energy consumption and the
emission of greenhouse gases.
10. Energy conservation: Energy is the utilization of devices that require smaller amounts of
energy in order to reduce the consumption of electricity. Reducing the use of electricity causes
less fossil fuel to be burned to provide that electricity.
6.1.9 Concept of Green Buildings:
A) Green Buildings are Eco Friendly Structures:
When the pre-historic man constructed a hut for the first time using bamboo trees and coconut
leaves to protect himself from sun and rain, he was starting to exploit nature for his humble needs.
Apart from killing the trees he also disturbed the natural habitat of the insects and birds in those
trees and interfered the cycles of nature. That was a beginning.
Now, it is beyond imagination, how much damage has been inflicted on earth by the construction
of several types of buildings using sand and water from the rivers, stones from the mountains,
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cement manufactured from the ingredients dug from the land. In addition, carbon emission from
buildings and manufacturing of construction materials warm up the air and space.
But, after getting conscious about the environment and after feeling the environmental
responsibilities, the way our people try to address this problem is wonderful. One of the intelligent
initiatives is the concept of “Green Buildings”.
The concept of Green Buildings envisionsan innovative approach to save water, energy and
material resources in the construction and maintenance of the buildings and can reduce or
eliminate the adverse impact of buildings on the environment and occupants.
By preferring Green Building over a conventional building, we help this planet earth and the
people to retain nature to a maximum extent possible in three ways with reference to the location of
the buildings.
1. Retain the external environment at the location of the building.
2. Improve internal environment for occupants
3. Preserve the environment at places far away from the building
B) Green Buildings Retain the Environment at the location of the Building:
Suppose we propose a multi-storied office complex to accommodate thousands of officers and staff,
it requires a vast area. Therefore, selection of a site for such a building complex should consider
retention of local vegetation, wild life, natural water courses etc. Either a site with bio diversity
should be avoided or the building should be planned to reduce site disturbance.
Fig1: Conceptual Drawing of Green Building

a) Concept of Green Buildings:
Concept: Cross section of a Green Building:
Land: The landscaping and the exterior design in a green building shall be in such a way that there
is more shaded area, the light trespass is eliminated and local species of plants are grown.
Water: The green building by its design and shape shall not disrupt the natural water flows, it
should orient and stand just likes a tree. Rain falling over the whole area of the complex shall be
harvested in full either to replenish the ground water table in and around the building or to be
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utilized in the services of the building. The toilets shall be fitted with low flash fixtures. The
plumbing system should have separate lines for drinking and flushing. Grey water from
kitchenette, bath and laundry shall be treated and reused for gardening or in cooling towers of air
conditioning.
Energy: The solar energy at the top of a green building is harvested to supplement the conventional
energy;the natural light is harvested in the intermediate floors to minimize the usage of electricity.
Sunlight is restricted by the high grown trees outside the lower floors of the building. High
efficiency light fixtures make a pleasant lighting apart from saving the energy. High-efficiency
windows and insulation in walls, ceilings, and floors are used for the benefit of better temperature
control.
C) Green buildings improve internal environment for the occupants:
Light: In a designed green building the occupants shall feel as if they are in outdoor location. The
interior and exterior designs shall go hand in hand by blending the natural and artificial lighting
and presenting transparent views wherever possible.
Air: In the air-conditioned environment, a green building shall be specially equipped to ensure the
Indoor Air Quality for a healthy atmosphere. Even the nasal feelings shall be pleasant free from the
odour of paints and furnishings.
A comfortable atmosphere at work stations improve the attendance of the staff and increase the
productivity.
Fig2: Structure of a Green Building

D) Green buildings preserve the environment at places far away from the buildings:
We all know that a building is constructed using cement, sand, steel, stones, bricks, and a lot of
finishing materials. These materials are quarried or procured from far away from the location of the
buildings. Building materials are responsible for about 20 percent of the greenhouse gasses emitted
by a building during its lifetime,
Green buildings shall use the products that are non-toxic, reusable, renewable, and/or recyclable
wherever possible. Locally manufactured products are preferred so that the collective material
environment of the locality remains a constant and moreover the fuel for the transport of materials
is saved.
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As we see, our food and domestic products are tagged with green as a fashion of eco-friendly
practices, building materials are also going green. The futuristic green buildings are to use green
materials which are in research stage now.
Green wood: A Stanford team has done a research for wood alternate. Hemp fibers and
biodegradable plastic when pressed together and heated form layers and this material is as strong
as wood. When buried in land fill, it degrades faster. This wood creates more raw materials when it
breaks down. Microbes produce methane gas when they decompose this wood substitute and other
debris thrown into landfills. Another type of bacteria absorbs this gas and turns it into plastic that
can be used to create a new wooden plank. By this cycle, there is a continuous source of raw
material for this wood. When this material at research comes to market, it may help to control
deforestation and promote the rainfall.
Green Cement: Bruce Constantz at Calera Corporation, based in Los Gatos, has developed a green
method to produce both cement and aggregate, another component of Concrete. Their method
sequesters Carbon Di Oxide from power plant flues and mixes the gas with sea water to produce
the mineral raw materials of concrete. For every ton of green cement Calera manufactures half a ton
of fly ash from coal plants is used apart from preventing production and emission of Carbon Di
Oxide.
Other Green Building materials: Renewable plant materials like bamboo (because bamboo grows
quickly) and straw, lumber from forests ecology blocks, dimension stone. Recycled stone, recycled
metal are some of the other materials used in a Green Building.
E) LEED GREEN BUILDINGS RATING SYSTEM:
The Buildings constructed based on the Green concepts should confirm to the prescribed standards.
There should be continuous assessment and monitoring from the planning/design stage up to the
completion of construction, for declaring a building as a Green Building.
For this, LEED (Leadership in Energy and Environmental Design) Green Building Rating system is
followed. In this system points are awarded for adopting Green concepts in various categories and
the Buildings are certified Green at levels such as Silver, Gold or Platinum based on the total
number of points they get in LEED Rating.
6.1.9 Concept of Green Building in brief
a) The ‘Green Building’ concept is gaining importance in various countries, including India.
b) These buildings minimize waste at every stage
o During the construction and
o Operation of the building
Which reduce the costs, protect the environment and make life good.
c) The technological principles used and implemented with the ‘Green Building’ involve
measures like
o To prevent erosion of soil
o Rainwater harvesting
o Use of solar energy
o Preparation of landscape to reduce heat
o Reduction in usage of water
o Recycling in waste water and
o Use of world class energy efficient practices
6.1.10 Goals of Green Building
1. Siting and Structure Design Efficiency
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2. Energy Efficiency
3. Water Efficiency
4. Materials Efficiency
5. Indoor Environmental Quality Enhancement
6. Operation and Maintenance optimization, and
7. Waste and toxics Reduction
The essence of green building is an optimization of one or more of these principles. Also, with the
proper synergistic design, individual green building technologies may work together to produce a
greater effect.
6.1.11 Example of ITC Centre- Gurgaon
The ITC Green Centre, Gurgaon is a benchmark for green buildings. It was first ‘Platinum’ rated
building in India and has endeavored to adopt green practices that go beyond recycled waste and
day -lit offices. Within a built-in area of 180,00 sq. fit., the building features alternative
transportation facilities, storm water management system, solar thermal technology, reflective high-
albedo roof paint, minimal exterior lightening, separate smoking rooms with exhaust system and
zero-water discharge.

Multiple Choice Questions:
1. The concept of Green Buildings envisions an innovative approach to save
a. water, energy and material resources in the construction and maintenance of the
buildings
b. air and water
c. building materials
d. environment and health
2. LEED stands for
a. Leadership in Energy and Environmental Design
b. Leadership in Environmental and Energy Design
c. Leadership in Extra and Environmental Design
d. Leadership in Energy and Energy Design
Exercise
1. What are the goals of Green Building?
2. Explain Green Building.
3. Explain Green buildings preserve the environment at places far away from the buildings
4. Explain Green Building with suitable example
Learning from the lecture: Students will be able to learn the role of Technology in Environment
and health and understand concept of green building and LEED Green Buildings Rating System.
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Lecture 21
6.2 Various Indoor air pollutants and their effects on health
Learning Objective: in this chapter students will be able to understand various indoor air pollutants
and their effects on health
6.2.1 Introduction: Indoor Air Quality:
Indoor Air Pollution and Health. Indoor Air Quality (IAQ) refers to the air quality within and
around buildings and structures, especially as it relates to the health and comfort of building
occupants. Understanding and controlling common pollutants indoors can help reduce your risk of
indoor health concerns.
Indoor air quality is very important. On average, people in industrialized nations spend about 90%
of their time indoors, and most of that is in their homes. The unfortunate thing is that modern
homes can contain substances that are potentially hazardous to our health. These range from
normal dust, to major irritants, such as the chemical vapor off-gassing from the newer synthetic
building materials being used today.
Indoor air quality is often referred to as the sleeping giant of the building industry. It can be 10
times worse than outdoor air on smoggy days in big cities. Of all the chemicals that EPA regulates,
only two are more prevalent outdoors than inside our homes and schools. This is a quiet epidemic
brewing right under our noses. As the complexity of houses, especially with the dawn of synthetic
products, increase, so do the risks to human health, not only for the chemically sensitive and the
allergy sufferers but for all our children.
6.2.2 The concept of Indoor Air Pollution:
i) Indoor air pollution refers to the physical, chemical, and biological characteristics of air in the
indoor environment within a home, building, or an institution or commercial facility.
ii) Indoor air pollution is a concern in the developed countries, where houses are relatively airtight
to improve energy efficiency.
iii) Indoor air pollution in the rural areas occur due to different conditions. Rural areas face the
greatest threat from indoor pollution, where some 3.5 billion people continue to rely on traditional
fuels such as firewood, charcoal and cow dung for cooking and heating.
iv) Burning such fuels produces large amount of smoke and other air pollutants in the closed space
of the home. Most serious pollutants in smoke from biofuels are carbon monoxide, polycyclic
organic matter, and formaldehyde. Women and children are the most vulnerable as they spend
more time indoors and are exposed to the smoke.
v) In urban areas, exposure to indoor air pollution has increased due to a variety of reasons. It
includes the construction of more tightly sealed buildings, reduced ventilation, use of synthetic
materials for building and furnishing and the use of chemical products, pesticides, and household
care products.
6.2.3 Various Indoor air pollutants and their effects on health
Other than nitrogen dioxide, carbon monoxide, and lead, there are a number of other pollutants
that affect the air quality in an enclosed space.
Sr. no Pollutant Source Effect on health
1 Volatile organic Solvents and chemicals, They cause irritation of the eye,
compounds perfumes, hair sprays, furniture nose and throat, headaches and
polish, glues, air fresheners, nausea. In the long term, some
moth repellents, wood of the pollutants are suspected
preservatives, and many other to damage to the liver and
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products used in the house other parts of the body.

2 Tobacco smoke From cigarettes/ beedies/ Cause cancer. Even passive
cigars smokers suffer from burning
eyes, nose, and throat irritation
and may lead to cancer,
bronchitis, severe asthma, and
a decrease in lung function.
3 Biological pollutants From plants such as pollen, Cause asthma, hay fever, and
mite, hair from pets, fungi, other allergic diseases.
parasites, and some bacteria.
4 Carbon monoxide, From domestic fuels such as Causes irritation to the eyes
Polycyclic organic wood, biofuels etc., form and nose and may cause
matter Formaldehyde carpets, particle boards, and allergies in some people
insulation foam
5 Asbestos Used in table tops in labs, on Cause cancer
roofs etc.
6 Radon Emitted naturally by the soil Harmful to residents, cases
breathing problems.
6.2.4 Problem Sources:

Contaminants can enter our bodies in three main ways: ingestion, touch, and inhalation. The
pollutants of main concern when assessing a homes’ IAQ, are the airborne contaminants, which
usually affect humans through inhalation.
These contaminants are either biological or chemical. The biological ones can originate either in the
home or outside. Molds, dust mites, pollen, animal dander, and bacteria are all considered
biological contaminants, with molds being the trickiest of the bunch. Molds produce both
particulates (spores and residual matter) and gases (volatile compounds characterized as musty
odors). High moisture content inside homes supports the growth and presence of mold. The spores
are already there. All spores need to grow into colonies is the addition of water, typically in warm,
dry places.
The other forms of contaminants are chemicals, which include both gases and particulates. Though
the sources are numerous for chemical contaminants, there are several main chemicals, some
obvious and some not, that pose a risk.
Combustion by-products, including carbon monoxide, from furnaces, boilers and water heaters can
also be a major source of problems. Sealed combustion units alleviate the potential of back drafting
these gasses into the living space.
Radon gas is potentially responsible for as many cases of lung cancer as cigarettes. Preventative
rough-in for future radon mitigation is a simple and cost-effective procedure in new construction.
The single most significant source of potential health hazards is from attached garages. Car exhaust
contains many known carcinogens and can migrate into the living space through doors and when
doors are opened to the garage. These gasses can also migrate though poorly sealed walls and
ceilings. An exhaust fan reduces the potential for exhaust to reach the house.
Occupant activity (like smoking a cigarette), combustion of gases from burning fossil fuels
(operating a water heater), gases released from building materials (emissions as paint cures), and
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gases from cleaning products (chlorine from bleach) are some sources, though there are many,
many more.
a) Major Contaminants
Formaldehyde often finds its way into a home in the form of an adhesive, urea-formaldehyde, in
pressed wood products such as particleboard, cabinetry, and trim. Formaldehyde, a possible
carcinogen (cancer causing agent), is a strong- smelling gas which can irritate the eyes, nose, and
throat; cause nausea and fatigue; aggravate allergies; and induce attacks in people with asthma. Over
time, some people develop heightened sensitivities to formaldehyde.
Radon can cause lung cancer with prolonged exposure. It is a radioactive gas, typically enters a
home by seeping up from the underlying earth and rock. Although there are no immediate health
effects, long-term exposure to radon is a factor in approximately 2,000 to 20,000 lung cancer deaths
each year (It is important to note that because smokers are more susceptible to cancer as a result of
radon exposure, 75 percent of these deaths are the result of the combination of smoking and radon
exposure). Because of its fatal consequences, the Environmental Protection Agency and the Surgeon
General recommend that all homes test their radon levels below the third floor. In the U.S., the
average indoor radon level is 1.3 picocuries per liter (pCi/L), while average outdoor levels are only
0.4 pCi/L. The EPA suggests that action be taken to increase ventilation if tests result in a radon
level above 4 pCi/L.
Volatile Organic Compounds (VOCs) are both naturally occurring and synthetic, and are
characterized by the fact that they release vapors at room temperature. In a home, VOCs are found
especially in wood paneling, particleboard, carpets, paints, glues, finishes, and solvents. VOCs can
cause a wide variety of symptoms from headaches, eye irritation, and chronic coughing to memory
loss, fatigue, and depression.
Adverse Effects
Many chemicals and VOC’s (Volatile Organic Compounds) found as contaminants in homes are
known to cause adverse effects on human health. Though molds can cause allergic reactions, they
can also cause chronic illness in humans. The increased susceptibility to disease, aggravation of
existing ailments, and the sensitization to the same or other environmental agents is of vast
importance.
When assessing whether you are being plagued with indoor air contaminants or not, you should
first try to make sense of the situation. At face value, does there appear to be an air quality issue.
Common questions like, “Do you feel better outside than inside your home?”, will help you assess
if you need to take further steps.
Due to the seriousness of IAQ issues, and the increased diagnosis of “sick building syndrome,”
which is linked to poor IAQ, lawsuits have been ensued. Even though “sick buildings” are typically
more of a concern in commercial buildings, this problem will increasingly become an issue for
residential builders.
b) Indoor Air Quality and Productivity
Recent studies reveal the link between productivity of workers and IAQ. According to the U.S.
Environmental Protection Agency, the medical and lost-productivity costs of workers breathing
poor air amounts to tens of billions of dollars each year in the United States alone. Improving
energy efficiency leads to better working conditions, resulting in significantly increased worker
productivity. In the same vein as lighting quality and temperature comfort, IAQ clearly affects
worker conditions. OSHA estimates the total annual cost of poor IAQ to U.S. employers at $15
billion due to worker inefficiency and sick leave. In its 1994 rule, OSHA calculated a three percent
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loss of productivity from IAQ. Green designs resulting in productivity gains of one percent can
provide savings to a company greater than the savings from reduced energy consumption.
c) Case Study
I got a call from a homeowner who was at his wit’s end. He recounted that for several months his
kids had been constantly sick with headaches, fever, coughs, and other flu-like symptoms. The
doctors didn’t seem to be able to help the kids and they were missing a lot of school. During the
same period, his wife had two or three migraine headaches a week. She was losing a lot of sleep. All
of them were exasperated. He asked me if these conditions could possibly be from something in his
home. I asked him many questions about their home and lifestyle and if they had done any
remodeling. Nothing seemed relevant to their situation. Finally, he told me he had gotten a bonus
at work and had bought built-in shelves and desks for his kids and their master bedroom. He
hadn’t mentioned it because he couldn’t see how that made any difference. I asked him to go to the
rooms and pull out a shelf and describe to me what he saw. It turned out to be particleboard with a
melamine veneer. I suggested that he try an experiment. Take everything off the shelves and
remove them for the weekend since all the shelf edges were not sealed and I suspected they were
off-gassing formaldehyde. I asked him to call me a week later to report if there was any difference.
He called and said that the kids’ symptoms had decreased and he was encouraged. The next
weekend he removed all the built-in cabinetry. He called me two weeks later and said all of their
symptoms were gone. The kids felt great and his wife hadn’t had a headache since he took the
shelves out.
How bad is My Home?
First, you should try to assess your location. Do I live in an area with prevailing winds from a large
urban area? Is there likely to be radon in my neighborhood? Are my kids often sicker than others?
Questions like those geared to your neighboring outside environment will be quite important when
grasping the whole picture.
It is also essential to look at the house history. Was the house recently renovated? If so, there is a
possibility that some of the building materials may be off gassing and a cause of discomfort or
pain? Has there been a flood or leaky pipes in the house in the past? Has mold ever been
remediated there?
Regardless, you should begin a thorough assessment of your house. Start in the basement, and go
up in a logical manner, room by room, trying to list all potential contaminants (biological and
chemical), and their sources.
You will later be able to correlate the sources and symptoms with an appropriate corrective action.
It is a good idea to get help with your house audit, as sometimes our senses are less acute after
having been in the same place for a while.
Solutions
For over a decade, product manufacturers in the building industry have been introducing products
that reduce formaldehyde, volatile organic compounds and other potentially harmful chemicals.
Today there is a wide range of products available that replace existing paints, adhesives, flooring
and other finishes that are much healthier for children inside homes.
Fresh air is also critical to optimal health. Most homes in cold climates are sealed up so tightly that
the air is heated and recirculated constantly with only the air that leaks through the envelope
providing fresh air. Intentional mechanical ventilation provides control over ventilation rates and
helps prevent mold. Heat recovery ventilation is a good insurance policy against build-up of indoor
air problems without paying an energy penalty for direct fresh air ventilation. It exhausts stale
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indoor air while providing fresh air with only a small energy cost. Many of these units help to
pressurize the house slightly reducing infiltration and resisting radon and car exhaust intrusion.
Green buildings reduce IAQ problems by providing good ventilation to allow fresh air to flow
through the house, installing an exhaust system for radon gas, avoiding wood products which
contain formaldehyde and sealing those which do, using low or no VOC interior paint, solvent-free
finishes, and solvent-free construction adhesives.
Action Plan
With all the news in hand, you can next create a personal action plan. What are the sources of the
problem, where are they, and what can I do to correct them? Prioritize the corrective measures
needed, estimate their cost, and assess their feasibility with timeframes to completion. Doing this
will definitely help you to see the potential costs associated with fixing a sick house. The
unfortunate fact is that renovation and repairs to fix the contaminant ailments can be pricey. The
good news is that there are now test kits to assess chemicals and mold in your home.
If you decide to address these issues, seek recommendations from friends, review internet list-serve
group sources, and keep in mind not to forget, old fashioned research.

Multiple choice questions
3. 1. The indoor emission rate of the following pollutants is affected by temperature and
humidity.
a.NO2
b.CO
c.Particulates
d. formaldehyde
4. People are by far the most important source of ________?
a.Carbondioxide
b.Carbonmonoxide
c.Nitrogendioxide
d. Oxygen
Exercise
5. What is indoor air pollution?
6. Explain indoor air pollutants.
7.Explain effects of indoor air pollution on health
8. Explain sources of indoor air pollution.
Learning from the lecture: Students will be able to learn various indoor air pollutants and their
effects on health.
Lecture 22
6.3Carbon Credit: Introduction, General concept
Learning Objective: In this chapter students will be able to understand carbon credits and its use.
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6.3.1 Introduction to Carbon Credits:

A. What are Carbon Credits?
A carbon credit (often called a carbon offset) is a financial instrument that represents a tonne of CO2
(carbon dioxide) or CO2e (carbon dioxide equivalent gases) removed or reduced from the
atmosphere from an emission reduction project, which can be used, by governments, industry or
private individuals to offset damaging carbon emissions that they are generating.
B. How are Carbon Credits used?
Carbon credits are associated with either removing existing CO2 or CO2e emissions from the
atmosphere in the case of carbon sequestration from forests and planting of trees or the reduction of
future CO2 or CO2e emissions from renewable energy and energy efficiency projects that displace
fossil fuel power generation production or industrial processes.
C. Where do Carbon Credits come from?
Carbon credits originate from a range of emission reduction activities associated with the removal
of existing emissions from the atmosphere and the reduction of future emissions. These are
commonly called "methodologies".
Afforestation and reforestation activities are a key means by which existing emissions can be
removed from the atmosphere and carbon credits created while construction of a wind farm rather
than a coal-fired power station may create carbon credits through reducing future emissions.
Carbon credits originated through these emission reduction activities can be created under a variety
of voluntary and compliance market mechanisms, schemes and standards. Some of these
instruments have been established so countries can comply with their mandatory Kyoto targets and
others provide avenues for voluntary offsetting purposes.
Some schemes around the world clearly deliver more environmental benefits than others.
Developing parts of the world produce the most carbon credits by far, often these locations are
essentially considered environmental 'hot spots' as they lack the appropriate laws, regulations and
funding that usually exist in developed regions. Due to these reasons they have the more room for
improvement and therefore offer the more environmental benefits if worthy improvements are
introduced.
Consistent with all forms of Climate Change mitigation, either in the form of internal abatement,
the improved efficiency within businesses, or the project based reductions or Emissions Trading
Schemes, the aim is to achieve reductions based on the lowest costand in line with this theorythe
Developing World is seen as 'low hanging fruit'. Projects within these schemes and locations must
be 'additional' meaning that the people behind a project need to demonstrate that the emission
reductions would not have occurred without the combined incentives that carbon credits provide.
Due to financial, political or other barriers, the project must prove it goes beyond a "business as
usual" scenario and that greenhouse gas emissions are lower with the project than without it.
D. Compliance v Voluntary markets
The compliance market comprises several legally-binding mandatory emission-trading schemes
largely established under the Kyoto Protocol linked to the United Nations Framework on Climate
Change (UNFCCC), but also includes some regional compliance markets in the USA and Australia.
The Voluntary Carbon Offset Market functions outside of the compliance market and enables
companies and individuals to purchase carbon credits on a voluntary basis to satisfy personal or
Corporate Social Responsibility (CSR) objectives.
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Multiple Choice Questions:
5. A carbon credit is also called as
a. a carbon content b. a carbon dioxide c. a carbon offset d. a carbon market
6. Carbon trading
a. is a fundamental concept of national environmental laws and regulations
b. monitors the impact of pollution upon environmental, social and economic justice
c. suggests that funding for environmental improvement should be obtained from its
beneficiaries
d. monitors the emission of hydrocarbons from automobiles
Exercise
9. What are Carbon Credits?
10. How are Carbon Credits used?
11. Where do Carbon Credits come from?
12. Explain Compliance v/s Voluntary markets.
Learning from the lecture: Students will be able to learn Carbon Credit as a general concept
Lecture 23
6.4Disaster Management: Techniques of Disaster Management to cope up with i)
Earthquake and (ii) Flood
Learning Objective: In this chapter students will be able to understand ways of managing disasters
by getting familiar to the concept of disaster management and the details of two events.
6.4.1 Introduction to Disaster Management
A. The Scope of Disaster Management
The term "disaster management" includes the complete realm of disaster-related activities.
People by tradition tend to think of disaster management only in terms of the post-disaster actions
taken by relief and reconstruction officials; yet disaster management covers a much broader scope,
and many modern disaster managers may find themselves far more involved in pre-disaster
activities than in post-disaster response. This is because many persons who work in the
development field, or who plan routine economic, urban, regional or agricultural development
projects, have disaster management responsibilities. For example, housing specialists planning a
low-income housing project in a disaster-prone area have the opportunity (and an obligation) to
mitigate the impact of a future disaster if the houses incorporate disaster resistant construction
technologies. In the same manner, agricultural development projects must be planned in such a
way that they may help stem environmental degradation and thus lower the farmer's vulnerability
to losses from droughts, floods, cyclones, or other natural hazards. In fact, in dealing with natural
hazards, the vast majority of disaster management activities are related to development projects;
only a small portion related to emergency response. Of course, disaster management also
encompasses the field of emergency assistance and long-term maintenance for refugees and
displaced persons. The refugee field of disaster management is highly specialized and requires not
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only many development skills but also a broader awareness of political, legal, and humanitarian
issues.
B. Definition of Disaster Management
"Disaster management" is generally defined as the range of activities designed to maintain control
over disaster and emergency situations and to provide a framework for helping at-risk persons to
avoid or recover from the impact of the disaster. Disaster management concerns with situations
that occur prior to, during, and after the disaster.
C. The Objectives of Disaster Management
The objectives of disaster management are:
1. To reduce or avoid the human, physical, and economic losses suffered by individuals, by the
2. Society, and by the country at large
3. To reduce personal suffering
4. To speed recovery.
Fig3: Major aspects of Natural Disaster Management

D. The Role of a Disaster Manager
The major role of a disaster manager involves the planning, coordination, and orchestration of
actions in each time phase. In order to be successful, a disaster manager must have broad base of
knowledge in many different subject areas and the ability to blend this knowledge into workable
coordinated programs to meet the needs of those affected by disaster.
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6.4.2Techniques of Disaster Management:

6.4.3Elements of Disaster Management
A disaster manager has to deal with six different sets of activities in order to affect successfully the
course of events related to disasters. The elements of disaster management include risk
management, loss management, control of events, and equity of assistance, resource management,
and impact reduction.
i. Risk Management. Risk management involves identifying threats(hazards likely to occur),
determining their probability of occurrence, estimating what the impact of the threat might be
to the communities at risk, determining measures that can reduce the risk, and taking action
to reduce the threat.
In natural disasters, risk management includes:
• Mapping of Hazard
• Mapping of Vulnerability
• To decide estimation of potential losses, which includes?
- losses of housing and physical structures
- agricultural losses
- economic losses
- losses to physical infrastructure (such as roads, bridges, electric lines, etc.)
• Development of appropriate disaster prevention and mitigation strategies.
Risk management is made successful by reducing the effects of the natural hazard or by taking
actions in normal development projects that will reduce the risks to an acceptable level. For
example, if flooding is determined to be a major risk, the risk may be reduced by physical measures
such as dams, flood control embankments, or channeling of the streams. Risk can also be reduced
by moving threatened communities from flood plains and/or restricting economic activities in the
flood zone to those that could absorb flood losses (such as forestry or agriculture).
ii. Loss Management. Damages in a disaster include human, structural, and economic
losses.
Loss management deals with each of these through both, pre- and post-disaster actions designed to
keep damages to a minimum. The most effective loss management activities occur prior to the
disaster and are focused on reducing the society's vulnerability to the disaster. Actions include:
• TO improve the resistance of buildings and physical structures in the event of disaster
• To provide improved safety for the occupants of buildings or settlements situated in hazardous
areas
• To increase and/or diversify the network of social support (or coping) mechanisms available to
victims and communities in threatened areas.
Post-disaster damage management focuses on improving the response and broadening the range of
support given to victims. This includes facilitating relief delivery and stimulating a rapid recovery.
These are accomplished through emergency preparedness, which consists of
1) The estimation of post-disaster needs development of approaches and programs to speed relief,
response, warning and evacuation of persons known to be at risk from an immediate threat.
2) The provision is made for emergency assistance to help reduce the impact of damages
3) Reconstruction is also necessary to lessen the economic burden of long-term recovery
c) Disaster preparedness concept involves a broad range of activities, such as establishing
emergency policies, developing evacuation plans, designating emergency shelters, and developing
methods for rapid assessment of pre-positioning supplies. Materials planning emergency services,
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training and drills for emergency staff, training seminars and courses, and broad campaigns of
public awareness aimed at preparing communities for the onset of a disaster are other aspects of
preparedness. (The Disaster Management Center course, "Disaster Preparedness," explores the
subject in detail.)
Figure
Fig. 4: Operational Functions in Disaster Response
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Figure 5: Disaster Continuum

d) The Tools and Methods of Disaster Management
Disaster management makes use of a variety of different tools, programs, and methodologies to
lessen the impact of a disaster and to provide the managers with means of guiding relief and
reconstruction activities. This chapter is a three-part exploration of these tools and methods as they
pertain to
1) Prevention and mitigation
2) Preparedness
3) Post-disaster management.
I. Tools and Methods Used in Prevention and Mitigation
The main focus of disaster management must be to prevent disasters and/or to mitigate
those that do happen. Disaster managers can generally use four sets of tools. They are:
• Hazard management and vulnerability reduction
• Economic diversification
• Political intervention
• Public awareness.
The first two are applicable exclusively to disasters caused by natural phenomena, while the latter
are used to try to mitigate impending refugee situations. As a general rule government,
intergovernmental organizations, and the larger VOLAGS carryout hazard management programs.
This is because many of the hazard management activities involve vast areas and require large
amounts of resources. At the community level, however, small agencies and communities can
undertake a variety of activities with little outside assistance. Planting windbreaks and building
flood embankments are examples of such activities.
The role of the disaster manager in hazard management is usually to make sure that development
plans and programs incorporate hazard management activities. For example, a country's office of
disaster preparedness may help make the various ministries aware of the flooding problem and
may carry out studies in conjunction with other ministries. The actual management of a watershed
to prevent or reduce flooding is usually the responsibility of river authorities, or of ministries of
forests, agriculture, human settlements, and/or rural development. These activities are often
carried out with the help of the central planning office and/or rural and urban planning
departments.
The range of specific tools for mitigating environmental hazards is as following:
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1. Planning
2. building regulations, including zoning, building codes, performance standards, and improved
urban design
3. Strategic development or investment of sites and services
4. Economic incentives
5. Housing education, i.e., the training of home builders to improve the quality and performance
of housing
6. Code encouragement, i.e., the use of building inspectors to advise and encourage homeowners
to utilize disaster-resistant construction techniques (rather than simply to enforce codes)
7. Financial incentives as an inducement to builders, to use hazard- resistant construction
techniques insurance
8. Environmental management, for example, reforestation and rangeland management in
watersheds
9. Immunization campaigns to reduce the threat of disease.
The tools listed above require a technical understanding of the threats and the possible solutions.
The selection of a particular set of approaches must be determined by the financial capacity of a
government or PVO as well as by their administrative capacity. For example, the adoption of
building codes would depend upon the capacity of the government to enforce compliance. In a case
where rapid urbanization and small metropolitan budgets would not permit enforcement, housing
education or code encouragement could be chosen as an alternative. Several of these tools deserve
more discussion in the context of disaster mitigation in the Third World.
II. Preparedness Tools
The most important preparedness tool is the disaster plan and its various components.
1 Each organization that responds to a disaster should develop a plan that:
1. Helps to organize the response
2. Helps to establish an organizational structure for each phase of the disaster
3. Helps to establish objectives, priorities, and goals for the organization
4. And assesses resources
The development of the disaster plan permits disaster preparedness training, which is an equally
important tool in preparedness.
a) Technologies of Disaster Management Disaster managers should get themselves
familiar with certain technologies or sets of information used in disaster management.
Among the more important are mapping, interpretation of aerial photography,
communications, information management, logistics and computer applications,
epidemiology and preventive medicine.
Mapping
Disaster management depends heavily on the use of maps and mapping techniques for control of
disasters and for managing response. At a minimum, disaster managers must be familiar with a
variety of diverse types of maps including topographic maps, land-use maps, hazard maps,
geologic maps, vegetation maps, population distribution maps, seismic maps, and hurricane
tracking maps. Disaster managers must know how to read maps. They should also know how to
plot information accurately on the maps and how to interpret trends through map reading.
The introduction of microcomputers to disaster management will increase the use of computer
generated maps. Schematic maps generated through computer graphics are being used to provide
updated information about disaster situations as they develop. For example, these maps can be
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used to monitor flooding and guide a disaster manager who must decide when to evacuate certain
areas. By monitoring the stream flow and water level at an upstream location, a disaster manager
can map the expected flood zone and predict threatened areas, the extent of the flooding, and areas
that should be evacuated on a priority basis. The manager can likewise determine where to focus
flood control activities.
Generally, Computer-generated maps and graphs are used in risk analysis, vulnerability analysis,
evacuation planning, flood monitoring, damage assessment, and reconstruction planning.
III) Aerial Photography and Remote Sensing
Aerial photography which is used wisely is nothing but a valuable tool for disaster managers. It
can be an expensive tool if misused. Disaster managers must know how to interpret aerial
photography and how to apply it to both pre-disaster planning and post-disaster response
activities. Possible uses of aerial photography include hazard analysis and mapping, vulnerability
analysis and mapping, disaster assessment, reconstruction planning and management.
Remote sensing is the acquisition of information about a subject that is at a distance from the
information-gathering device. Weather radar, weather satellite, seismographs, sono buoys, and
videotape are examples of remote sensing systems. Aerial photography is a form of remote sensing,
but in disaster management the term generally refers to the use of satellites with imaging systems
that produce a computer-generated image resembling a photograph and with other electronic
monitoring devices. For example, meteorological satellites track hurricanes by remote sensing. The
"picture" of the hurricane is a computer- generated image made by the satellite's sensors.
Day by day the use of remote sensing in disaster management is increasing. Pre-disaster uses
include risk analysis and mapping; disaster warning, especially cyclone tracking, drought
monitoring, volcanoes, large-scale fires and agricultural production; and disaster assessment,
especially flood monitoring and assessment, estimation of crop and forestry damages, and
monitoring of land-use changes in the aftermath of a disaster. Meteorological satellites monitor
weather patterns, detect and track storm systems, and monitor frosts and floods.
IV) Communications
Electronic communications play an important role as the technology to reduce the losses of disaster
management. Electronic communications are used for coordination and control, assessment,
reporting, monitoring and scheduling logistics, and reunification and tracing separated families. A
disaster manager must be familiar with communications equipment and their limitations. He or she
must understand the effective use of communications networks both prior to and in the aftermath
of a disaster. A disaster manager must above all know how to communicate, what to communicate,
and with whom to communicate, using the different technologies available. Electronic
communications too often give disaster managers the impression that they can control a situation
simply by communicating. The information that comes in through electronic communications can
often overwhelm and/or misinform a manager. Thus the manager must be knowledgeable about
the systems, but he or she must also know how to structure the communications systems.
Structuring allows rapid communication of vital information and accurate assessment of a
developing situation.
b) Information Management
Disaster management is mostly depending on accurate information collection and interpretation.
Disaster managers must therefore be familiar with how to collect, structure, and evaluate
information in emergency situations. This is usually done by establishing an information
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management system. In recent years microcomputers have provided disaster managers with a new
tool for structuring information and data and analyzing information patterns and trends.
Microcomputers are now routinely used for program planning, project scheduling and monitoring,
management of logistics, damage assessment, casualty management, communications, and cost
accounting management.
c) Logistics
Every disaster manager eventually becomes involved in logistics. Therefore, he or she must be
familiar with basic logistics planning, inventory management, warehousing and stock control
procedures, materials distribution methods, and accounting procedures. Logistics planning can
include, for example, evaluating the capability and capacity to move supplies through the relief
system identifying bottlenecks and developing alternate solutions. Logistics planning in a country
struck by a disaster might include the estimation of the capacity to receive supplies at air and sea
ports and to unload the supplies and reload into trucks. It might include determining the
sufficiency of trucks of the right size and type, and the availability of parts and fuel for the trucks.
Other considerations might be adequate roads to the site of relief, adequate warehouses at
collection points, and a distribution system with the administrative capability and the methods to
deliver the goods to the final point of utilization.
d) Epidemiology
Epidemiology deals with the branch of medicine that investigates the causes and control of
epidemics. In relation to disasters epidemiology has come to mean the evaluation of all the causes
of the occurrence or nonoccurrence of a disease (and more broadly of the death and injuries)
resulting from a disaster. Epidemiologic surveillance after disasters and refugee crises includes
identification of diseases to include in the surveillance; the collection, interpretation and utilization
of data; laboratory diagnosis of samples; development of policies and plans for a public health
program; and establishment of a program for the control of communicable disease. The last two
points coincide with programs in environmental health management and preventive medicine.
e) Additional Technologies of Disaster Management
A number of disaster managers become involved with disasters through their specialized job skills
or through their work in a specific sector of the government or economy. For example, an engineer
in a department of public works may need to know the technologies of road repair after flooding or
landslides and of bridge repair after an earthquake. The following are other examples of skills or
technologies for which special training may enhance the individual's disaster management
capabilities.
Agriculture, production, and food systems and technologies that relate to disasters identify disaster-
resistant crops, methods of restoring crops damaged by disaster, restoration practices for soils
damaged by a disaster, and alternative crops to replace quickly the damages from disasters. The
last action will minimize dependence on outside food and economic aid.
Disaster assessment is the technique of evaluating the loss and the needs created by a disaster.
Useful disaster management assessment identifies procedures for data collection and information
dissemination; it also identifies priorities for relief assistance.
Refugee camp planning is essentially the branch of town planning but with the added requirements
of developing a human community environment under the crisis of emergency conditions. Such
planning must take into account a volatile political reality and an uncertain future for the camp's
residents. Additional aspects of refugee camp planning include the technologies of sanitation,
security, circulation and transportation, water and food supply.
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Meteorology is used by disaster managers involves warning, communication, search and rescue in
areas subject to high winds, flooding, and even drought.
The following are additional specialized technologies that will further enhance a disaster manager's
skills:
1. personnel administration
2. cost accounting
3. government and nonprofit accounting
4. critical path techniques
5. general geology
List of this sort could be much longer, but the purpose of this section is to bring to the attention of
the student the existence and the importance of these technologies. As stated at the outset of this
course, a better trained and more knowledgeable disaster manager can contribute to more effective
disaster services; he or she can ultimately reduce the disruption to society caused by natural and
man-made disasters.
III. Tools of Post-Disaster Management
A disaster manager uses a variety of tools to plan and manage disaster responses. Most important
of these are plans and procedures, policies, codes and standards, and standardized programs or
program structures. The next four sections examine in detail these important tools.
Plans and Procedures
Plans and procedures are the most important tools of disaster management because they structure
and guide emergency action. Plans are mostly based on the premise that it is better to make your
decisions long before a disaster strikes than in the aftermath of a disaster, when information is
inaccurate and the situation is confusing and often unknown.
The primary types of plans and procedures are:
• Disaster Plans. These include number things like preparedness plans, such as warning and
evacuation plans; sheltering plans; disaster and needs assessment plans; search-and-rescue plans;
and emergency services operations plans. Disaster plans are prepared on the basis of known risks,
estimated impact areas, and predicted needs.
• Contingency Plans. These plans are actions planned in anticipation that something unexpected
might occur. For example, a government may determine that it can handle a disaster of a certain
magnitude; it would then develop its plans accordingly. However, on the chance a larger
magnitude disaster would outstrip its capacity to meet all the needs, a contingency plan for outside
assistance might be developed.
• Forward Planning. This kind of planning involves the development of specific plans to meet an
immediate emergency. Forward planning is usually based on an early warning of an impending
threat (for example, a warning from a meteorological service that a cyclone is likely to strike a
certain community, or information that large numbers of refugees might soon seek asylum in
another country). Forward planning usually involves the pre-positioning of emergency supplies
and the preparation of emergency response services and resources for action.
• Standard Operating Procedures (SOPS).SOPs are especially developed within an organization
to provide standard responses to anticipated situations. The objective of a standard procedure is to
help make the response routine and to eliminate the need for a lengthy decision-making process. If
certain criteria are met, the response is triggered automatically.
SOPs for specific disaster types in certain regions can often be compiled and presented in an
emergency action manual. These manuals later establish the tasks that must be carried out during
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each phase of an emergency and describe the procedure for accomplishing each in the proper
sequence. They also structure the response so that everyone in the organization knows what is
expected and at what point each event should happen. They also structure the response so that each
succeeding activity builds upon previous actions.
J) Public Awareness
Post-disaster programs and schemes can have an enormous impact on a community. It is essential
that they are planned to be effective and appropriate for the community, that they meet only the
needs the community cannot meet for itself, and that the program contribute to the development of
the community. This commonly means that a program's objectives should include the participation
of the victims in the program planning and design. The program should have an educational
component that will upgrade the level of knowledge in the community, to prevent or reduce a
future disaster. The program should also be tied to a long-range integrated development scheme.
k) Emergency Response
The primary purposes of public awareness activities during an emergency are to:
1. To alert the public
2. To instruct the public about the nature of the danger (repeating information from the
preparedness stage)
3. To describe actions the public can take to protect their property and personal health, and warn
people about what not to do
4. To explain what to do for food, shelter, medicine, or how to obtain assistance in locating
missing persons.
The duration of the emergency period and its time of occurrence are functions of the type of
disaster. The emergency period for an earthquake is usually the first week after the event. The
period for high wind storms begins 48 hours before the storm strikes and lasts for approximately a
week to 10 days afterward, depending on flooding. Slow-onset disasters such as droughts have an
emergency period that continues until lives are no longer in danger. The timeframe for the
emergency period is typically very compressed, and public awareness messages are usually
coordinated with the civil defense or national emergency organization. The most common media
are the radio, newspapers, special printed bulletins, and posters.
Emergency public awareness programs emphasize getting people to react. To do this, a well-
planned and thoroughly developed system of getting timely messages out needs to be in place
before the emergency occurs.
7. Among the following additional specialized technologies which will further enhance a
disaster manager's skills, which one doesn’t belong to this group:
a. personnel administration
b. government and nonprofit accounting
c. critical path techniques
d. public programs
8."Disaster management" can be defined
e. to maintain control over disasters , emergency situations and to provide a
framework for helping at-risk persons to avoid or recover from the impact of the
disaster.
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f. To maintain people
g. To maintain and manage problems from not occurring
Exercise:
13. Define watershed management. Give the methods of watershed management
14. Explain preparedness tools for disaster management
15. Write a short note on the role of disaster manager and elements of Disaster Management
Questions for practice
16. Explain disaster management, its objectives, tools and how to prevent it.
Learning from the Introduction to Disaster Management: Students will be able to

learn about Disaster Management, its objectives, tools and how to prevent it.
Lecture 24
6.5Case Study on Earthquake in Latur (Maharashtra, India), (September, 1993).
Case Study on Cloudburst and Landslides at Kedarnath (Uttarakhand, India), (June,
2013).
Learning Objective: in this chapter students will be able to understand two major natural
calamities.
6.5.1 TSUNAMIS INTRODUCTION
Tsunamis—What are they and why should you be prepared for them?
Tsunamis are one of the natural hazards that result in the inundation and/or erosion of coastal
land, and affect the safety and security of communities, their economies and their supporting
ecosystems.
Compared with the incidence of flooding from extreme waves or storm surges, the tsunami
hazards, in most parts of the region, a rare, or even very rare, event. Despite this, there are good
reasons why tsunamis should be included within maritime countries’ policies and management
approaches that aim to prevent or reduce the risk of these natural disasters.
A tsunami is a series of travelling waves of extremely long length and period, generated by a
vertical displacement of the sea bed; the commonest causes are submarine earthquakes. In the deep
ocean, tsunamis may be unnoticeable due to their small slope. Their speed may be in excess of 700
km/hr. but, as they enter shallow coastal waters, they slow down, their wavelengths shorten and
their wave heights increase. On their impact at the coast, the waves may be several meters high.
Tsunami events become disasters when they harm people and damage property. When a tsunami
wave inundates a low-lying coastal area, it creates strong landward currents which exert potentially
destructive forces on anything in their pathway. Anything moveable may become entrained.
Following the peak of the inundation, its drainage forms strong seaward currents – the draining
waters being charged with debris of all sorts (potentially including people) that may be carried out
to sea. The arrival of a tsunami at the coast may be presaged by a temporary fall in coastal sea level
causing an unusual marine recession.
A) UNDERSTANDING THE RISKS
a) FROM TSUNAMI IMPACTS
Recommended actions by Civil Protection agencies concerning the assessment of tsunami risk are:
1. Determine the potential for a damaging tsunami to impact your coast.
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2. Determine the probability (likelihood) of a credible tsunami impact on your coast.

3. Determine the likely physical nature of the inundation hazard (extent of inundation; current
velocities) caused by such an impact.
4. Assess the extent and levels of your communities’ exposure to this hazard.
5. Assess the estimated damage and loss to your communities and their assets in the event of such
an impact.
6. Estimate the risk to your communities in respect of the tsunami hazard.
This section presents an overview of procedures that provide a country’s Civil Protection agency
and other organizations involved in emergency management with information about the potential
and likelihood of damage and loss to their coastal communities as a result of tsunami events
affecting the region. The procedures apply at national to local levels. The procedures provide an
essential science base for disaster prevention and risk reduction through the adoption of strategic
mitigation measures (Chapter 3); also for building public awareness of, and preparedness for, the
tsunami hazard through community education and evacuation planning
B) Earthquakes and mitigation measures
It has been numerous years since the earthquake struck Gujarat on January 26, 2001. In these years
rehabilitation has been done on a massive scale. Gujarat’s experience has taught that building
shelters with less vulnerability to earthquakes should also take into consideration the specific needs
of the victims instead of being a top down approach. The role of NGOs in this is very important.
Their strength of NGOs lies in their manpower, informality in operations and valuable human
resources. Their ability to reach out to the community and sensitivity to local traditions is an asset
in such situations. A report on the various initiatives in Gujarat reported in Down to Earth (Vol 12,
No. 2) by Mihir Bhatt throws light on the various developments that have taken place after the
earthquake. According to the report the initiatives of the International Fund for Agriculture
Development in supporting the Self-Employed Women’s Association and the Government’s
initiative in community based livelihood security for earthquakes and drought victims have the
potential to shape future disaster response and development projects in Gujarat.
Similarly, the Gujarat Woman’s Economic Development Corporation took an initiative in reviving
women’s businesses after the calamity also provides many practical lessons in regenerating local
economies and artisan markets. This project supported by the Asian Development Bank, puts
premium on investments in income generation and asset building after a natural disaster. The
farming kits provided to affected farmers by Gujarat’s agriculture ministry is also showing
promising results after two seasons. The author however states that coordination between
Government, local NGOs and local community initiatives both for rescue as well as rehabilitation
needs to be strengthened as this can cause delays, overlaps and waste of relief material and efforts.
6.5.2 Case Study: Earthquake in Latur (Maharashtra, India), (September, 1993).
The surface of the Earth is made up of tectonic plates which are slowly but continuously in motion.
When they move against each other the pressure builds up until it is released at a point called the
epicenter. The resulting stress is transmitted in the form of seismic waves, or what is commonly
called an earthquake. As the surface of the Earth buckles and bends great devastation can be caused
to lives and property in the area. One such catastrophic event took place on 30th September, 1993,
in Latur in Maharashtra state of Western India.
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Pic1: Actual Picture of after effects of Earthquake in Latur

Early in the morning of 30th September, at 3.56 am a massive earthquake took place in Central
India. The epicenter of the earthquake was in Killari in Latur district of Maharashtra. The impact
was felt most in Latur and Osmanabad districts. The sleeping villagers of Latur and nearby areas
had no warning and many of them were crushed to death under the debris of their houses which
collapsed as a result of the quake. More than 20,000 people were killed and about 30,000 were
injured. Many of the injured had fractures or crushed limbs as a result of being trapped under
heavy stones or beams from the walls and roofs of their houses. The death toll included many
women and children.
The intensity of an earthquake is measured on the Richter Scale where (where 2.0 or less is a minor
quake while 7.0 and above is classified as a major quake). The Latur earthquake was recorded as
measuring 6.4 on the Richter scale. Since the area was densely populated, the toll of those killed and
injured was very high. About 35 villages were completely devastated, as all the houses were
destroyed in the quake. Another 730 villages were damaged because of the tremor.
The civil administration, the Central Reserve Police Force (CRPF) and the armed forces were
pressed into disaster relief operations to rescue those trapped under the debris and provide the
survivors with basic necessities. The Red Cross, the state health department and local hospitals
were pressed into service to evacuate the injured and provide immediate medical help and
rehabilitation. The most vulnerable, including young children, the elderly, women and the
differently abled were given priority treatment. Basic necessities such as food, clean drinking water,
clothing, blankets and tents for the survivors were organized and dispatched from central collection
points. Villagers who had survived but had lost their homes were provided compensation and
temporary accommodation. NGOs and social service organizations also played a big role in the
relief efforts and helped survivors rebuild some semblance of their normal lives as soon as possible.
As the debris was cleared, the question of how to respectfully dispose of the large number of dead
bodies also emerged. This needed to be carried out soon in order to prevent the spread of infectious
diseases in the area. The option of community burial of the dead was put to use and people of all
faiths were buried in mass graves. Disinfectant agents were used in the area to prevent any
outbreak of disease. A large number of livestock were also killed as a result of the quake or died
shortly thereafter. Their bodies too were disposed off in the similar manner, keeping in mind the
health of the community.
As the damage was assessed and reconstruction requirements understood, donor agencies such as
the World Bank, offered assistance and funding for the reconstruction projects. The central and
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state governments with the help of NGOs and donor agencies carried out a reconstruction program.
Along with houses, essential infrastructure such as local schools and health centres were also
extensively damaged. The new buildings that were constructed incorporated earthquake proof
engineering techniques and structural design elements that would prevent them from collapsing in
the event of a future quake. The authorities viewed the reconstruction as an opportunity to
introduce positive health practices to the community. The new houses that were constructed had
sanitation facilities, running water and electricity, which the older mud-brick houses did not
possess.
Along with rebuilding infrastructure, the local government and NGOs helped the villagers rebuild
their lives. They were provided training in disaster management so they were better prepared for
any natural calamity in the future. Many also received occupational training since they could not
carry out their previous occupations as a result of injuries sustained in the earthquake. Adult
Educational assistance and food distribution centres were also provided for the inhabitants of
Latur. Community buildings that fostered a greater sense of a cohesive community, such as a gram
Panchayat, a temple, a women's cooperative centre, a childcare centre, and an animal shelter were
newly constructed in Latur.
The National Disaster Management Authority (NDMA) was set up as a consequence of the Latur
earthquake. The central government recognized the need for a single nodal agency, which could
provide a quick response and coordinate relief efforts in the event of a natural calamity or disaster.
The NDMA has since provided prompt relief and saved the lives of countless Indians during
natural disasters such as the recent flashfloods in Uttarakhand in mid-2013. The centralized
database of the NDMA provides important information in the case of a disaster and can also be
used in forecasting and planning ahead in order to be prepared for when nature's fury might strike
again.
6.5.2Case Study on Cloudburst and Landslides at Kedarnath (Uttarakhand, India), (June,
2013).
According to the website of the Uttarakhand JalVidyut Nigam Limited, 45 hydropower projects
with a total capacity of 3,164 MW are operational in in the state, and around 199 big and small
projects have been proposed or under way in the state.
In the Alaknanda–Bhagirathi basin alone, 69 hydropower projects with a total capacity of 9,000 MW
are under way, according to the high level inter-ministerial group (IMG) formed by the Union
ministry of environment and forests to consider matters relating to environmental flows and
hydropower projects on the Ganga and its tributaries.
The report was prepared in April 2013. These projects would modify the key tributaries through
diversions to tunnels or reservoirs. As per the report, implementation of all 69 projects would affect
81 per cent of the Bhagirathi and 65 per cent of the Alaknanda.
The exploitation of rivers through dams and the resulting challenges have been in Himanshu
Thakkar's focus for some time now. He has carried out an in-depth study of construction activities
in several river valleys, including the Narmada, Alaknanda and Bhagirathi. In a report published
by the South Asia Network for Dams, Rivers and Peoples (SANDRP), Thakkar demystifies several
issues and highlights the unethical practices of several construction companies and the growing
avarice of all stakeholders involved.
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A view of the washed off buildings area near Kedarnath Dham in

Uttarakhand. (PTI)
Pic2: A Picture of the washed off buildings near KedarnathDham

Soon after the destruction of Kedarnath, SANDRP made a short film focusing on the nature of these
dams and the horrific tragedies orchestrated by their very existence. Following the devastation in
Uttrakhand in 2013, many questions were raised about the irresponsible and unethical practices of
hydroelectric power companies.
When media teams arrived at the spot, the locals vent their anger against the staff and authorities of
these hydro projects. Some serious allegations were levelled against big players like GVK in
Srinagar and the Jaypee Group in Vishnuprayag near Joshimath. The Jayeee Group, whose tagline
is "No Dream Too Big", is today being held responsible by activists for the ecological devastation of
the region through the construction of dams in several locations across the Himalayan range.
On June 16 and 17, a few kilometres from the Jaypee hydro power project in Joshimath, the area
was completely ravaged in the disaster. The villagers allege that the project staff knowingly ignored
all the danger signals. Two separate cases were filed by activists against the projects of the Jaypee
and GVK groups in the National Green Tribunal, the apex court to hear the environment disputes
and grievances.
The water level started rising in the Vishnuprayag project reservoir since June 13 itself. The workers
and officials at the dam site should have been aware of the risk that the villages and their
inhabitants were exposed to. Villagers claim that they had asked the company staff to open the dam
gates to allow water to flow from under the barrage, but either the company employees did not
understand the gravity of the situation or merely ignored the advice.
The locals maintain that the project staff did not expect the flood to take on such monstrous
proportions and perhaps saw this as a business opportunity to generate more power. In the
meanwhile, the water continued to rise and an almost three kilometre long lake was formed.
This reservoir proved to be very dangerous for villages in its vicinity. The water had breached the
walls of the reservoir. The barrage is equipped with an automatic hydraulic system to regulate the
volume of water and to ensure that the gates open automatically when the level exceeds a certain
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point. But the failure of this system raised an important question: after constructing such huge
dams in an area as vulnerable as this, can the entire safety mechanism be completely dependent on
technology alone?
With the water rising continuously in the dam, all the tributaries in the region, big and small, were
swollen. One of these, Khairo Ganga, had taken on the proportions of a full-fledged river and,
along with its water, a huge quantity of sand and debris got lodged in the barrage.
As a result, one of the walls of the barrage gave way. Alaknanda, flowing several feet above
normal, started cutting into the national highway and a massive chunk of the road fell into the
river.
A few kilometres away, two small towns, Pandukeshwar and Govindghat, saw maximum damage.
The people of Pandukeshwar lost their homes, cattle, and other belongings, while Govindghat was
completely destroyed. There used to be at least fifty shops and many hotels in Govindghat — most
of these boasted of 30 to 40 rooms. Other than this, there was a gurudwara and several homes of
course. On June 17, when we saw Govindghat, it was hard to imagine there was once a bustling
town here.
The ruthless flood took whatever came in its way, leaving behind only huge boulders, sand and
debris. The Govindghat parking lot, that could at one time accommodate hundreds of buses,
motorcycles, cars and trucks, had vanished off the face of the earth. The residents of Pandukeshwar
and Govindghat were of the view that the damage could have been minimised had the staff of the
Vishnuprayag power project behaved responsibly.
The most serious allegation was that despite the rising water level, the project staff did not open the
reservoir gates to release the water. Later, when villagers asked for the gates of the barrage to be
opened, the company ignored them. The locals' anger seemed justified because, despite being
aware of the risk involved, the staff of Jaypee didn"t alert the villagers and did nothing to take pre-
emptive measures.
Atul Sati, a resident of Joshimath, is a social activist as well as a member of CPI(ML), a political
party. He told me, "It wasn’t” as though the company wasn’t aware of the deteriorating situation...
they were just not concerned about the lives and property of the local people. They quickly moved
all their company vehicles to safe places well before all hell broke loose, but didn’t bother to warn
the people of the danger ahead.
But it's not just one project alone that acted irresponsibly. After the disaster, many other projects
also came under scanner — one of these being the dam being built in Srinagar, by the GVK group.
...Media reports say that on the evening of 16 June (2013), the dam operator of GVK group closed the gate to
fill up the reservoir. Within a few hours, when water and silt began accumulating in dangerously large
amounts, the operators realized that their project was in the danger of being harmed. Without any concern for
the people living downstream, they opened all the gates at once, which resulted in large-scale destruction
down the river in the town of Srinagar.
The Ravi Chopra committee, appointed on Supreme Court orders, also clearly stated that the
Srinagar project was responsible for the devastation seen downstream.
Today, the Uttarakhand government takes pride in announcing that 65 per cent of the state has
forest cover, but it is also a fact that state officials often complain that the laws meant to protect the
forests and environment are turning out to be bottlenecks in the path of development. It is a fact
that on paper, this 65 per cent forest cover exists, but what the government does not reveal is that
most of these trees do not in any way contribute towards environmental preservation.
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As a matter of fact, many of these species are in fact ruining the land. The most villainous of these is
the pine tree, which the British introduced in India, and which has been "diligently" preserved by
contractors.
Power production in Uttarakhand has tripled in the last ten years. Planning Commission figures
reveal that in 2001–02 Uttarakhand produced 1,115 megawatts of electricity, which went up to 3,618
megawatts in 11-12.
The state government has, time and again, raised the issue of environment related rules and laws
coming in the way of hydroelectric power projects. A written document of the state government
says, "Harnessing of hydro power, which could have been the mainstay of [the] state, [is] hampered
on the ground [because] of ecological concerns."
The document adds, "... delay in getting clearances [from the environment ministry] under the
Forest Conservation Act results in a cost overrun and a time overrun. One sixty-five projects are
awaiting clearances.
Role of Government functionaries in Disaster Management
Disaster management is a multidisciplinary task involvinga number of Departments/agencies
spanning across all sectors of development.
The Government of India is collaboratively working with the State Governments to restructure
the Departments of Relief & Rehabilitation into Departments of Disaster Management with an
enhanced area of responsibility to include mitigation and preparedness apart from their present
responsibilities of relief and rehabilitation.
The changehas already taken place in 11 States/UTs - Andhra Pradesh, Arunachal Pradesh,
Bihar, Himachal Pradesh, Rajasthan Tamil Nadu, Uttaranchal, Nagaland, Andaman & Nicobar
Administration, Sikkim and Lakshadweep. The change is under process in other States.
Similarly, sub-divisional and Block/Taluka level Disaster Management
Committees are also being constituted. At the village level Disaster Management
Committees and Disaster Management Teams are being constituted.
Each village in multi-hazard prone district will have a Disaster Management Plan. The processes
of drafting the plans at all levels have already begun. The Disaster Management
Committee which draws up the plans consists of elected representatives at the
village level, local authorities; Government functionaries including
doctors/paramedics of primary health centers located in the village, primary school
teachers etc.
The plan encompasses prevention, mitigation and preparedness
measures. The Disaster Management Teams at the village level will consist of
members of youth organizations like Nehru YuvakKendra(Youth Centers) and other
nongovernmental
organizations as well as able bodied volunteers from the village.
The teams are provided basic training in evacuation, evacuation, search and
rescue, first aid trauma counseling etc. The Disaster Management Committee will
review the disaster management plan at least once in a year.
It would also generate awareness among the people in the village about dos’ and don’ts for
specific hazards depending on the vulnerability of the village. A large number of
village level Disaster Management Committees and Disaster Management Teams
have already been constituted.
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Responsibilities of Authority
When a disaster strikes, the Authority will coordinate
disaster management activities. The Authority will be responsible for:-
• Providing necessary support and assistance to State Governments by way of
resource data, macro-management of emergency response, specialized
emergency response teams, sharing of disaster related data base etc.
• Coordinating/mandating Government’s policies for disaster
reduction/mitigation
• Ensuring adequate preparedness at all levels
• Coordinating response to a disaster when it strikes
• Assisting the Provincial Government in coordinating post disaster relief and
rehabilitation
• Coordinating resources of all National Government Department/agencies
involved.
• Monitor and introduce a culture of building requisite features of disaster
mitigation in all development plans and programmes.
• Any other issues of work, which may be entrusted to it by the Government.
Features of Carbon Credits
When this ingenious concept was first discussed and the phrase coined, stakeholders saw mainly
inherent benefits in on the one hand, sustaining life as we know it today, and on the other,
rescuing the environment and cutting down on carbon emissions. But like the practice of using
the dreaded credit card, the plan hasn’t worked up to now. In the meantime, this list highlights
some of the main features of carbon credits, if correctly put into practice.
• Individual benefits – Domestic users can also gain by trading in carbon credits while
helping them adopt a more concerted and disciplined approach to reducing their
carbon footprints.
• Buying greenhouse gasses – According to most sources, the purchase of carbon credits
remains a lucrative enterprise. Each carbon credit that is purchased is channeled to a
company which is specifically tasked to bring down emissions or provide more
sustainable and environmentally-friendly alternatives to these emitters.
• Business and job opportunities – Trading in carbon credits using the capitalist
principle, if applied fairly, allows private investors to generate profits from their
purchases and diversify them towards the creation of environmentally-sustainable
businesses which either emit very low or no carbons. And as new businesses are
started up, more employment opportunities arise.
Learning Outcomes: Students should be able to

1. Know:
a. Define green building etc.
b. List features of green buildings, major contaminants, etc
2. Comprehend:
a. Describe the elements of disaster management
b. Explain methods of improving internal environment of a building
c. Develop technology to bring about sophistication in environment (instruments like
computers, satellites, telecommunication instruments, etc.)
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3. Apply, analyze and synthesize:

a. Earn and claim for carbon credits
b. Take precautionary measures before, during disasters and mitigating it after
Self-Assessment
1 What is the Concept of Green Buildings, Indoor air pollution?
2 Explain Carbon Credit in detail
3 Explain Disaster Management IN detail.
4 Do a Case Study: Earthquake in Japan
5 What are the goals of green building?
6 What are Carbon Credits?
7 How are Carbon Credits used?
8 Where do Carbon Credits come from?
6.6 A. Multiple choice questions

1. as a disaster manager, you establish program objectives which will:
a. prevent natural disasters
b. reduce damage from natural disasters
c. avoid economic losses from natural disasters
d. accelerate recovery
e. all of the above
2. Disaster assistance is concerned with two types of aid: ______ and ______.
a. short-term assistance
b. long-term assistance
c. relief
d. food aid
e. medical aid
3. Planning strategies for hazard mitigation
a. must adjust normal development programs to reduce loss
b. should concentrate on single crops for ease of management
c. might develop "disaster resistant" economic activities in hazard-prone areas
d. a, b, and c
e. a and b only
4. The disaster manager's responsibility is:
a. only in post-disaster activities
b. only in pre-disaster activities
c. only during the disaster event
d. a and c but not b
e. a, b, and c
5. During the post-emergency phase, which United Nations agencies take lead roles?
a. UNDP
b. FAO
c. UNDRO
d. HABITAT
e. They all take lead roles
6. Earthquake prevention Specialist
a. physician
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b. climatologist
c. chemical engineer
d seismologist
7. Volcano mitigation Specialist
a. planner
b. climatologist
d seismologist
8. Cyclone emergency Specialist
a. physician
b. climatologist
d. Seismologist
9. Flood reconstruction Specialist
a. physician
b. architect
d seismologist
10. Insect infestation Specialist
a. physician
b. climatologist
d Aplanner
11. Drought prevention Specialist
a. physician
b. climatologist
d architect
12. Pre-disaster activities undertaken to reduce the society's vulnerability are considered _____.
a. impact reduction activities
b. control of events activities
c. loss management activities
d. resource management activities
e. risk management activities
13. As a disaster manager, you establish program objectives that will:
a. prevent natural disasters
b. reduce suffering from natural disasters
c. avoid economic losses from natural disasters
d. accelerate recovery
e. all of the above
14 Example of rapid-onset disaster includes:
a. tsunami b. earthquake
c. epidemic d. famine
15. All of the following are TRUE about disasters EXCEPT
a. A disaster may be domestic or international
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b. A disaster may be caused by nature or have human origins

c. A disaster always receives widespread media coverage.
d. A disaster may have a known and gradual onset
16. Which of the following factors are used to rate the intensity of a hurricane?
a. Barometric pressure
b. Wind speed
c. Storm surge
d. All of the above
e. None of the above
17. Atmospheric pressure in the center of a tropical cyclone is ______________.
a. very high because of converging winds
b. very high because of sinking warm air
c. very high because of rising warm air
d. very high because of dense sinking air
ans. 1) e 2) b, c 3) a, c 4) e5) a, b, d 6) d 7)a 8)a 9)b10)c 11)b 12)a b 13)e 14)ab 15)c 16)d 17)c
6.7 B. Short answer questions
Q.1What are Carbon Credits?
Ans: A carbon credit (often called a carbon offset) is a financial instrument that represents a ton of
CO2 (carbon dioxide) or CO2e (carbon dioxide equivalent gases) removed or reduced from the
atmosphere A carbon credit is a value assigned to a reduction or offset of greenhouse gas
emissions. It is a generic term for any tradable certificate or permit representing emissions
reductions equaling one ton of carbon dioxide or carbon dioxide equivalent, such as a carbon
allowance or a carbon offset.
Q.2How are Carbon Credits used?
Ans: Carbon credits are associated with either removing existing CO2 or CO2e emissions from the
atmosphere in the case of carbon sequestration from forests or planting of trees or the reduction of
future CO2 or CO2e emissions from renewable energy
Q.3Where do Carbon Credits come from?
Ans: Carbon credits originate from a range of emission reduction activities associated with the
removal of existing emissions from the atmosphere and the reduction of future emissions. These are
commonly called "methodologies".
6.8 Long Answer Questions
Q1. What is the Concept of Green Buildings, Indoor air pollution?
Q2. Explain Carbon Credit in detail
Q3. Explain Disaster Management in detail.
Q4 Do a Case Study: Earthquake in Japan
6.9University Questions Sample Answers:
1. What are the tools used for Post-Disaster Management?
A disaster manager makes use of a variety of tools to plan and manage disaster response. Most
important of these are plans and procedures, policies, codes and standards, and standardized
programs or program structures. The next four sections examine in detail these important tools.
Plans and Procedures

Plans and procedures are the most important tools and factors of disaster management because
they structure and guide emergency action. Plans are based on the premise that it is better to make
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your decisions long before a disaster strikes than in the aftermath of a disaster, when information is
inaccurate and the situation is confusing and often unknown.
The primary types of plans and procedures are:
• Disaster Plans. These basically include preparedness plans, such as warning and evacuation
plans; sheltering plans; disaster and needs assessment plans; search-and-rescue plans; and
emergency services operations plans. Disaster plans are prepared on the basis of known risks,
estimated impact areas, and predicted needs.
• Contingency Plans. These plans are actions planned in anticipation that something unexpected
might occur. For example, a government may determine that it can handle a disaster of a certain
magnitude; it would then develop its plans accordingly. However, on the chance a larger
magnitude disaster would outstrip its capacity to meet all the needs, a contingency plan for outside
assistance might be developed.
• Forward Planning. This sort of planning concerns the development of specific plans to meet an
immediate emergency. Forward planning is usually based on an early warning of an impending
threat (for example, a warning from a meteorological service that a cyclone is likely to strike a
certain community, or information that large numbers of refugees might soon seek asylum in
another country). Forward planning usually involves the pre-positioning of emergency supplies
and the preparation of emergency response services and resources for action.
• Standard Operating Procedures (SOPS).SOP is created within an organization to provide
standard responses to anticipated situations. The objective of a standard procedure is to help make
the response routine and to eliminate the need for a lengthy decision-making process. If certain
criteria are met, the response is triggered automatically.
SOPs for specific disaster types in certain regions can often be compiled and presented in an
emergency action manual. These manuals establish the tasks that must be carried out during each
phase of an emergency and describe the procedure for accomplishing each in the proper sequence.
They also structure the response so that everyone in the organization knows what is expected and
at what point each event should happen. They also structure the response so that each succeeding
activity builds upon previous actions.
6.10University Questions:
Q.1 Explain briefly the concept of Green Buildings. (May 2017)
Q.2 Explain the concept of carbon credit. (May 2017)
Q.3Explain the terms Tsunami and Earthquake. (May 2016)
Q.4What do you understand from Green House Effect? (May 2016)
Q.5Explain the main aspects of disaster management techniques in detail. (May 2016)
Q.6Explain the role of technology with respect to environment and health. (May 2016)
Q. 7Explain briefly the concept of Green Buildings. (Dec 2016)
Q.8 What are carbon credits? Explain with suitable examples. (Dec 2016)
Q.9. Explain the role of IT sector with respect to environment and health. (Dec 2016)
6.11References:
2. Textbook of Environmental studies by Erach Bharucha, University Press.
Publishers.
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Self-evaluation
Name of Student
Class
Roll No.
Subject
Module No.
S.No Tick
Your choice
1. Do you understand why environmental science is o Yes
important for engineers and why awareness should o No
be created about it?
2. Do you understand the concept of green building? o Yes
o No
3. Have you understand Tools and prevention of o Yes
Disaster management? o No
4. Have you understand about Tsunami and its effect? o Yes
o No
5. Do you understand module
?
Yes, Completely.
Partialy. No, Not at all.
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University Question Paper & Solution
154
155
EVS question paper solution Dec 2017

Q.1. Attempt any Five.
a) Explain depleting nature of forests: causes, effects and prevention (3marks)
Ans: Causes: (i) Clearing forests for agricultural reasons, as the population of developing areas,
especially near rainforests increases the need for land for farming also increases.
(ii) Acquisition of land for development of industries and urban development to meet the
need of growing population goes to newer numbers.
(iii) During construction of big dams, sizeable forest land and vegetation
cover gets submerged.
Effects of forest depletion:
Because deforestation is so extensive, it has made several significant impacts on the
environment, including rise in % of carbon dioxide in the atmosphere, change in the water
cycle, an increase in soil erosion, and a decrease in biodiversity.
(i) Deforestation is often related Efforts to control deforestation must be taken on a local and
global scale simultaneously.
(i) United Nations and the World Bank have started Reducing Emissions from Deforestation
and Forest Degradation(REDD) program, that works especially with developing countries
to use subsidies or other incentives to encourage and educate citizens to use the forest in a
more sustainable way.
(ii) Reforestation is also being encouraged in almost all countries as an attempt to repair the
damage that deforestation has done.
(iii) Enacting special legislation to protect the forest land and vegetation cover is also in
progress.
(iv) Imposing, environmental clearance mandatory for big industrial or irrigation projects as a
big cause of global warming. The reduction of forests contributes to about 12% of
anthropogenic carbon dioxide emissions.
(ii) Deforestation also causes soil erosion. The removal of trees causes higher rates of erosion,
increasing risks of landslides, which is a direct threat to many people living close to
deforested areas.
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(iii) Deforestation causes decrease in biodiversity. It is estimated that 80% of the world’s
known biodiversity lives in the rainforests, and the destruction of these rainforests is
accelerating extinction at an alarming rate.
b) Explain the concept of socio-economic aspects of sustainable development. (3 marks)
Ans: Socio aspects of sustainable development
• Social sustainability means, our future generations should have the same or greater access
to social resources as the current generation have. Also there should also be equal access
to social resources within the current generation.
• It comprises human, labor rights, and corporate governance.
• Social resources include community, diversity, employee relations, human rights, product
safety, reporting, and governance structure.
• Sustainable Human Development promotes the capabilities of present generation without
compromising capabilities of future generations.
• It is important to note that environment and natural resources should be used as means of
achieving better standards of living just as big income means increased social expenditure
and, in the end, well-being.
• The ideal sustainable life style is not to end consumption but understanding the
minimalistic requirement of it.
• Socially sustainable communities are equitable, diverse, connected and democratic
and provide a good quality of life.
Economics aspects of sustainable development
• Economic sustainability means establishing economy models that are economically viable,
environmentally sound and socially responsible.
• In this concept land, water, forest, mineral resources are used to optimum level to
achieve good growth for current population. But there should not be loot of resources. We
are both consumers and custodian of natural resources.
• This requires participation from all sectors of the community, to determine community
needs and to identify and implement innovative and appropriate solutions.
• We can understand this concept using following example of promoting a model of
economic sustainability in an area.
•
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c) What is meant by green house effects? (3 marks)

Ans
• It is the heating of the lower layer of the atmosphere i.e. the troposphere due to the
green house gases like Carbon dioxide, Methane, and Nitrogen Oxides. These gases
have capacity to hold the outgoing energy in the terms of heat, released from the earth.
• The water vapour also has the same capacity to hold the heat. In fact this trapping of the
heat radiated from the earth has helped to have the living beings on the earth as it has
kept the earth surface warm and moist also, but due to industrialization and
urbanization the percentage of these greenhouse gases is always on increase to cause
a major environmental problem.
d) write a short note : environmental clearance mechanism. (3 marks)
Ans: Environmental Clearance Mechanism
1) Environmental clearance (EC) for certain developmental projects has been made
mandatory by the Ministry of Environment & Forests through its notification issued on
27.01.1994 under the provisions of Environment Protection Act 1986.
2) keeping in view a decade of experience in the environmental clearance process and the
demands from various stake holders, the Ministry of Environment & Forest issued
revised notification on EC process in September ,2006 and amended it in December 2009.
It was considered necessary by MOEF to make available Environmental Impact
Assessment guidance manual for each of the development sector.
3) in new notification, projects have been divided in two categories i.e. A (Sole central list)
and B (Sole State list).
Stage I: Screening:
• Screening means scrutiny of category 'B' projects seeking prior environmental clearance
made by the concerned State Level Expert Appraisal Committee (SEAC).
• Screening determinants whether or not the project requires further environmental studies
for preparation of EIA for its appraisal depending upon the nature and location
specificity of the project.
• MoEF constitute EAC at Central level for Scoping and Appraisal of projects. MoEF also
notify SEAC at state level on receiving nominations from State Government. EAC/SEAC
may inspect sites (during screening, scoping and appraisal)
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• As per new notifications no screening required for Category A projects (Sole Central List).
Category B projects (Sole State list) will be further screened at the state level for
categorization into either B1 or B2.
• Category B1 required EIA (Environmental Impact Assessment) and PH (Public Hearing)
but B2 doesn't require EIA and PH
Stage II : Scoping :
• Scoping refers to the process by which the EAC in the ca e of Category 'A' projects and
SEAC in the case of Category 'BI' projects determine detailed and comprehensive TORs
(Terms of Reference) addressing all the relevant environmental concerns for the
preparation of EIA report.
• TOR will help the project proponents and consultants to prepare report with relevant
project specific data, which are informative, compact and easy to comprehend.
Stage III: Public Consultation or Public Hearing (PH):
Public Consultation refers to the process by which the concerns of local affected persons
and others who have plausible ake in the environmental impacts of the project or activity
are ascertained. It can be direct hearing at site/or close proximity for local affected
persons or indirect responses (written) i.e. through different modes of communication
from plausible stake holders. And views can be displayed in websites, libraries, and
offices.
Stage IV: Appraisal:

Appraisal means the detailed scrutiny by the Expert Appraisal Committee or State Level
Expert Appraisal Committee of the application and other documents submitted by

the applicant for grant of environmental clearance. MoEF has so far constituted 25
State Level Expert Appraisal Committee to appraise category B projects.
e) What are limitations of conventional energy sources? (3 marks)
Ans: The energy is derived from conventional and non-renewable sources e.g. fossil fuels like
coal, oil and nuclear fuels. If one compares the price of last 10 years, one will find a huge
increase in the gas prices. The main reason of this increased price is the limitation of these
energy resources. Conventional sources of energy are natural gas, coal and oils. It has
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been noticed that the use of gas and electricity has increased tremendously over the
period. Limitations of conventional energy sources are as follows.
1. Very High Production Cost.
2. Heavy Transmission & Distribution Losses.
3. Limited Reach.
4. Big Threat to Environment & Public Health.
5. Cause of Global Warming, Greenhouse Effect, Acid Rain Etc.
6. Uncertainty of Availability.
7. Electricity Tariff is increasing at about 8 to 10% p.a. on an Average.
f) write a short note on water crisis. (3 marks)
Ans: Crisis Related to Water
• When we talk about crisis about water, it includes, the issues related with quality as well
as quantity of water available to population. Due to poor sanitation and lack of public
awareness our available water sources are getting polluted beyond the curable limit.
• Rivers, wells and ponds are now polluted with heavy metals. Agriculture run off,
contaminated with lots of chemicals is polluting various food chains and food webs.
• Lots of politics in middle and west Asian countries revolves around source of potable
water. Israel, Syria, Egypt, Jordan etc. are suffering from acute water shortage.
• According to UNO, out of a population of more than 7 billion, more than 1 billion lack
access to potable water. The World Health Organization adds that at any time, up to half
of humanity has one of the six main diseases like diarrhoea, schistosomiasis, trachoma, or
infestation with ascaris, guinea worm, or hookworm associated with poor drinking water
and inadequate sanitation.
• About 5 million people die each year from poor drinking water, poor sanitation, or dirty
home environment often resulting from water shortage.
• China, with 1.5 billion people, is the one area, worrying most people, most of the time. In
dry Northern China, the water table is dropping one meter per year due to over-pumping.
Chinese admit that around 300 cities are running short of water. They are diverting water
from agriculture and farmers are going out of business." Some Chinese rivers are so
polluted with heavy metals that they can't be used for irrigation.
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• In India, home to more than 1.24 billion people, key aquifers are being over-pumped, and
the soil is growing saltier through contamination with irrigation water. Irrigation was a
key to increasing food production in India during the green revolution, and as the
population surges toward a projected 1.363 billion in 2025, its crops will continue to
depend on clean water and clean soil.
• Israel (population 6.2 million), invented many water-conserving technologies, but water
withdrawals still exceed resupply. Over-pumping of aquifers along the coast is allowing
seawater to pollute drinking water. L' e neighbouring Jordan, Israel is largely dependent
on the Jordan River for fresh water.
g) Explain the concept of ‘carbon credit’. (3marks)
Ans: 1. A carbon credit (often called a carbon offset) is a financial instrument that represents a
tonne of CO2 (carbon dioxide) or CO2e (carbon dioxide equivalent gases) removed or
reduced from the atmosphere from an emission reduction project, which can be used, by
governments, industry or private individuals to offset damaging carbon emissions that
they are generating.
2. Carbon credits are associated with either removing existing CO2 or CO2e emissions from
the atmosphere in the case of carbon sequestration from forests and planting of trees or
the reduction of future CO2 or CO2e emissions from renewable energy and energy
efficiency projects that displace fossil fuel power generation production or industrial
processes.
3. Carbon credits originate from a range of emission reduction activities associated with the
removal of existing emissions from the atmosphere and the reduction of future emissions.
These are commonly called "methodologies".
4. A forestation and reforestation activities are a key means by which existing emissions can
be removed from the atmosphere and carbon credits created while construction of a wind
farm rather than a coal-fired power station may create carbon credits through reducing
future emissions.
Q.2.a) Write a detailed account of ‘Chipko Movement’. (5 marks)

The Chipko Movement was started in the northern Himalayan segment, the area that is
well known as Uttarakhand. The word “chipko” refers “to stick” or “to hug”. The name of
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the movement comes from a word meaning “embrace”: where the villagers hug the trees,
saving them by interposing their bodies between them and the contractors’ axes.
This became popular as “Chipko movement”. Chipko movement is a grass root level
movement, which started in response to the needs of the people of Uttarakhand. The rate
of heavy depletion of forests was resulting in destruction, arid- making the Himalayan
mountain range barren. Moreover, the construction of dams, factories and roads had
already led to deforestation.
Most of the leaders of the Chipko Movement were village women and men who strove to
save their means of subsistence and their communities. Sunderlal Bahuguna, a renowned
Gandhian, with a group of volunteers and women started the non-violent protest by
clinging to the trees to save them from felling.
This gave a start to the “Chipko Movement”. The main objective of this movement was to
ensure an ecological balance and the survival of the tribal people whose economic
activities revolved around these forests. His appeal to Mrs. Gandhi resulted in the green-
felling ban.
The 5,000-km trans-Himalaya foot march in 1981-1983 was crucial in spreading the
Chipko message. Bahuguna coined the Chipko slogan: “ecology is permanent economy”.
Chandi Prasad Bhatt, one of the earliest Chipko activists, fostered local industries based
on the conservation and sustainable use of forest wealth for local benefit. Dhoom Singh
Negi, with Bachni Devi and many village women, first saved trees by hugging them in the
“Chipko embrace”.
They coined the slogan:
“What do the forests bear” soil, water, and pure air”. Ghanashyam Raturi, the Chipko
poet, whose songs echo throughout the Himalayas of Uttar Pradesh and Indu Tikekar, a
doctor of philosophy, whose spiritual discourses throughout India on the ancient Sanskrit
scriptures and on comparative religion have stressed the unity and oneness of life, put the
Chipko Movement in this context and there are other prominent leaders of the movement.
The first Chipko action took place spontaneously in April 1973 in the village of Mandal in
the upper Alakananda valley, and over the next five years it spread too many districts of
the Himalayas in Uttar Pradesh. It was sparked off by the government’s decision to allot a
plot of forest area in the Alakananda valley to a sports goods company.
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This angered the villagers, because their demand to use wood for making agricultural
tools had been denied earlier. With encouragement from a local NGO (Non-
Governmental Organization), DGSS (Dasoli Gram Swarajya Sangh), the women of the
area, under the leadership of an activist, Chandi Prasad Bhatt, went into the forest and
formed a circle around the trees preventing men from cutting them down.
The Uttarakhand region is a highly remote area due to its precipitous slopes, with thin
and fragile soils. The area is highly resourced with abundant water resources and forests.
The people living in this region are farmers, whose major occupations are ter¬race
cultivation and animal husbandry. The extensive network of roads, which have been built
after the Indo-Chinese border conflict, made accessibility to this region easier.
As a result, the Uttarakhand region, which is known for rich minerals, soils, and forests,
attracted many entrepreneurs. Soon the area became the object of exploitation by these
entrepreneurs. Some products for which the region was exploited were timber, limestone,
magnesium, potassium, etc. The major source of conflicts in this region was the
exploitation of the forests by the entrepreneurs with the approval of the government.
The other reason for such conflicts was that the villagers were earlier denied the use of
forests. The streamlined policies did not allow the local agriculturists and herders to cut
the trees for fuel wood or for fodder and for certain other purposes.
Instead, they were told that dead trees and fallen branches would serve their needs. The
agriculturists or herders could cut trees only for the construction of houses and for
making implements. The policies were reframed, claiming that the overuse and misuse of
the forests was causing deforestation.
Moreover, the timber and charcoal contractors conspired among themselves and blamed
the local people for deforestation. The villagers, with the help of social workers,
established labor and small-scale-producer co-operatives, which aimed at allowing the
local people to share the benefits of development.
There continued long arguments between the villagers, timber contractors, social workers,
and the personnel of the forest department. The first spark of the movement started in
1972 at Gopeshwar in Chamoli district when a local co-operative was not given
permission to cut 12 ash trees for the purpose of building houses and for tool-making.
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Instead, the government sold the ash trees to a sports-goods manufacturing company for
the purpose of making bats and tennis rackets.
The villagers appeal to the government went in vain. In protest, the villagers adopted a
non-violent method and they stuck themselves to the trees to protect them from being
felled. The villagers were successful in their effort and the government cancelled the
permit given to the sports-goods manufacturing company. Thus, it is started the Chipko
Movement.
Such other incidents have become successful and the movement soon spread to other
areas. The Chipko activists formed into groups and campaigned from village to village
and informed people about the purpose and importance of the movement. The movement
has been diversifying its activities. It is now collecting funds to take up research on the
issues of forests, soil, and water conservation.
The Chipko protests in Uttar Pradesh achieved a major victory in 1980 with a 15-year ban
on green felling in the Himalayan forests of that state by the order of Mrs. Indira Gandhi,
the then Prime Minister of India. Since then, the movement has spread to many states in
the country.
In addition to the 15-year ban in Uttar Pradesh, felling in the Western Ghats and the
Vindhyas has been stopped. It has also generated pressure for a natural resource policy
that is more sensitive to peoples, needs and ecological requirements.
Thus, the Chipko Movement is an important environmental movement, which has gained
considerable popularity and success by adopting a Gandhian non-violent method. The
movement paved the way for many such environmental movements in the country.
b) What are 3R control measures? (5 marks)
Ans: Following are 3R control measures:
A) Reduce
Reducing the amount of waste, you produce is the best way to help the
environment. There are lots of ways to do this. For example:
• Buy products that don't have a lot of packaging. Some products are wrapped in
many layers of plastic and paperboard even though they don't need to be. You can
also look for things that are packed in materials that don't require a lot of energy
or resources to produce. Some products will put that information right on their labels.
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• Instead of buying something you're not going to use very often, see if you can borrow it
from someone you know.
• Cars use up energy and cause pollution. Some ways to reduce the environmental damage
caused by cars include carpooling with friends, walking, taking the bus, or riding your bike
instead of driving.
• Start a compost bin. Some people set aside a place in their yard where they can dispose of
certain food and plant materials. Over time, the materials will break down through a natural
process called decomposition. The compost is good for the soil in your yard and means that
less garbage will go to the landfill.
• You can reduce waste by using a computer! Many newspapers and magazines are online
now. Instead of buying the paper versions, you can find them on the Internet. Also
remember that you should print out only what you need. Everything you print that you
don't really need is a waste of paper.
• Save energy by turning off lights that you are not using.
• Save water by turning off the faucet while you brush your teeth.
• Lots of families receive a large amount of advertisements and other junk mail that they do
not want. You can stop the mailings and reduce waste by writing to the following address
and requesting that they take your name off their distribution list:
B) Reuse
Instead of throwing things away, try to find ways to use them again! For example:
• Bring cloth sacks to the store with you instead of taking home new paper or plastic bags.
You can use these sacks again and again. You'll be saving some trees!
• Plastic containers and reusable lunch bags are great ways to take your lunch to school
without creating waste.
• Coffee cans, shoe boxes, margarine containers, and other types of containers
people throw away can be used to store things or can become fun arts and crafts
projects. Use your imagination!
• Don't throw out clothes, toys, furniture, and other things that you don't want
anymore. Somebody else can probably use them. You can bring them to a center
that collects donations, give them to friends, or even have a yard sale.
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• Use all writing paper on both sides.

• Use paper grocery bags to make book covers rather than buying new ones.
• Use silverware and dishes instead of disposable plastic utensils and plates.
• Store food in reusable plastic containers.
C) Recycle
Many of the things we use every day, like paper bags, soda cans, and milk cartons, are made of
materials that can be recycled. Recycled items are put through a process that makes it possible
to create new products out of the materials from the old ones.
In addition to recycling the things you buy, you can help the environment by buying products
that contain recycled materials. Many brands of paper towels, garbage bags, greeting cards, and
toilet paper, to name a few examples, will tell you on their labels if they are made from recycled
materials.
In some towns, you can leave your recyclables in bins outside your home, and a truck will come
and collect them regularly. Other towns have recycling centers where you can drop off the
materials you've collected. Things like paper and plastic grocery bags, and plastic and
aluminum cans and bottles can often be brought to the grocery store for recycling. Whatever
your system is, it's important to remember to rinse out and sort your recyclables!
c) Define noise pollution. Which are its sources? What are its health effects? (5 marks)
Ans: Noise may not seem as harmful as the contamination of air or water but it is a pollution
problem that affects human health and can contribute to a general deterioration of
environmental quality. Noise is undesirable and unwanted sound. Not all sound is noise. What
may be considered as music to one person may be noise to another. It is not a substance that can
accumulate in the environment like most other pollutants. Sound is measured in a unit called
the ‘Decibel’.
Effects of Noise Pollution
The noise pollution creates temporary as well as permanent problems to the human beings. The
noise pollution can have physical, physiological and psychological effects.
(i)Physical effects
• Temporary hearing problems
• Permanent deafness
• Damage to tympanic membrane
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(ii)Physiological effects
• Headache
• Pains in the heart
• Reduction in the vision
• Rise in blood pressure
• Loss of memory
(iii)Psychological effects
• Depression
• Fatigue
• Emotional disturbance
• Frustration
• Irritation
Q.3. a) Explain principle, construction and working of electrostatic precipitator. (5 marks)
Ans: Electrostatic precipitator Principle The electrostatic precipitator is based on principle of,
“Electrostatic Attraction” i.e. “Like charges repel, unlike charges attract.”
A ESP is a device to remove/trap dust or other Suspended Particulate Matter (SPM) from a
flowing gas. (e.g. Air)
The force of an induced electrostatic attraction is used to make a flowing gas free from particles.
The air is made free of dust and smoke when it is allowed to flow through the device.
Construction
The ESP contain mainly
(i)Electrodes of carbon steel/special alloy
(ii)440V 50 Hz 3  AC supply
(iii)High voltage transformer
(iv)Rectifier
(v)Insulator
(vi)Hooper
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Schematic of Electrostatic Precipitator
Working :Stage 1
(1) Electric field is encountered due to DC-terminal arrangements. Around the discharge
electrode negative voltage is increased till the “Corona discharge” (Luminous blue glow
appears around this electrode)
(2) The corona induces free electrons to emit with high velocity from discharge electrode.
(3) These free electrons strike gas molecule, inducing the other free electrons from gas emit.
(4) Positive ion moves to discharge electrode due to electrostatic attraction, and hence many
more positive ions get accumulated at discharge electrode.
Stage 2
(1) The electrons near discharge electrode slow down as away from strong electric field area.
Hence, again they strike gas molecule, an get captured by gas molecule thus gaining
charge.
(2) Thus, at this stage, due to their negative charge they move to positive electrode i.e.
collector electrode.
(3) The negative ion fills space in dust particle, making it negative charged particle. Hence,
now negative particle gets captured by collector electrode due to electrostatic attraction.
With repeated steps, gas gets free from the contaminants.
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b) Discuss the case study of cloudburst and landslide at kedarnath. (5 marks)

Ans: According to the website of the Uttarakhand Jal Vidyut Nigam Limited, 45 hydropower
projects with a total capacity of 3,164 MW are operational in in the state, and around 199 big
and small projects have been proposed or under way in the state.
In the Alaknanda–Bhagirathi basin alone, 69 hydropower projects with a total capacity of 9,000
MW are under way, according to the high level inter-ministerial group (IMG) formed by the
Union ministry of environment and forests to consider matters relating to environmental flows
and hydropower projects on the Ganga and its tributaries.
The report was prepared in April 2013. These projects would modify the key tributaries
through diversions to tunnels or reservoirs. As per the report, implementation of all 69 projects
would affect 81 per cent of the Bhagirathi and 65 per cent of the Alaknanda.
The exploitation of rivers through dams and the resulting challenges have been in Himanshu
Thakkar's focus for some time now. He has carried out an in-depth study of construction
activities in several river valleys, including the Narmada, Alaknanda and Bhagirathi. In a
report published by the South Asia Network for Dams, Rivers and Peoples (SANDRP), Thakkar
demystifies several issues and highlights the unethical practices of several construction
companies and the growing avarice of all stakeholders involved.
Soon after the destruction of Kedarnath, SANDRP made a short film focusing on the nature of
these dams and the horrific tragedies orchestrated by their very existence. Following the
devastation in Uttrakhand in 2013, many questions were raised about the irresponsible and
unethical practices of hydroelectric power companies.
When media teams arrived at the spot, the locals vent their anger against the staff and
authorities of these hydro projects. Some serious allegations were levelled against big players
like GVK in Srinagar and the Jaypee Group in Vishnuprayag near Joshimath. The Jayeee Group,
whose tagline is "No Dream Too Big", is today being held responsible by activists for the
ecological devastation of the region through the construction of dams in several locations across
the Himalayan range.
On June 16 and 17, a few kilometres from the Jaypee hydro power project in Joshimath, the area
was completely ravaged in the disaster. The villagers allege that the project staff knowingly
ignored all the danger signals. Two separate cases were filed by activists against the projects of
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the Jaypee and GVK groups in the National Green Tribunal, the apex court to hear the
environment disputes and grievances.
The water level started rising in the Vishnuprayag project reservoir since June 13 itself. The
workers and officials at the dam site should have been aware of the risk that the villages and
their inhabitants were exposed to. Villagers claim that they had asked the company staff to
open the dam gates to allow water to flow from under the barrage, but either the company
employees did not understand the gravity of the situation or merely ignored the advice.
The locals maintain that the project staff did not expect the flood to take on such monstrous
proportions and perhaps saw this as a business opportunity to generate more power. In the
meanwhile, the water continued to rise and an almost three kilometre long lake was formed.
This reservoir proved to be very dangerous for villages in its vicinity. The water had breached
the walls of the reservoir. The barrage is equipped with an automatic hydraulic system to
regulate the volume of water and to ensure that the gates open automatically when the level
exceeds a certain point. But the failure of this system raised an important question: after
constructing such huge dams in an area as vulnerable as this, can the entire safety mechanism
be completely dependent on technology alone?
With the water rising continuously in the dam, all the tributaries in the region, big and small,
were swollen. One of these, Khairo Ganga, had taken on the proportions of a full-fledged river
and, along with its water, a huge quantity of sand and debris got lodged in the barrage.
As a result, one of the walls of the barrage gave way. Alaknanda, flowing several feet above
normal, started cutting into the national highway and a massive chunk of the road fell into the
river.
A few kilometres away, two small towns, Pandukeshwar and Govindghat, saw maximum
damage. The people of Pandukeshwar lost their homes, cattle, and other belongings, while
Govindghat was completely destroyed. There used to be at least fifty shops and many hotels in
Govindghat — most of these boasted of 30 to 40 rooms. Other than this, there was a gurudwara
and several homes of course. On June 17, when we saw Govindghat, it was hard to imagine
there was once a bustling town here.
The ruthless flood took whatever came in its way, leaving behind only huge boulders, sand and
debris. The Govindghat parking lot, that could at one time accommodate hundreds of buses,
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motorcycles, cars and trucks, had vanished off the face of the earth. The residents of
Pandukeshwar and Govindghat were of the view that the damage could have been minimised
had the staff of the Vishnuprayag power project behaved responsibly.
The most serious allegation was that despite the rising water level, the project staff did not open
the reservoir gates to release the water. Later, when villagers asked for the gates of the barrage
to be opened, the company ignored them. The locals' anger seemed justified because, despite
being aware of the risk involved, the staff of Jaypee didn"t alert the villagers and did nothing to
take pre-emptive measures.
c) How electricity is generated from wind energy? (5 marks)

Ans:Wind Energy
1. Wind energy depends on the sun; it is a form of solar energy. Heating and cooling of air
causes wind to circulate
2. Method: turbines convert wind energy into mechanical energy and then into electrical. It
works like a fan in reverse. The machines used to convert kinetic energy of wind into
mechanical and later into electrical energy, are called wind machines. e.g. wind mill, wind
turbine etc. These machines consist of air foil shaped blades. The blades rotate at high
speed when wind blows. These blades are connected to a drive shaft which turns on
electric generator to produce electricity. Wind turbines are of two types, based on the
direction of the rotating shaft.
b) Vertical axis machines.
Such machines have three blades similar to the propellers of airplanes.
Machines of various sizes are available. The choice of size depends upon the area for
which the electricity is generated. Larger areas or townships also can be provided with
electricity by grouping together many wind turbines. Such groups are called wind turbine
farms. Taller the wind turbine, more wind can be captured. Hence if it is to be in open
areas, the machines can be as tall as the height of 20 storey buildings with blades spread
across almost 200 feet distance.
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Schematic of Wind Turbine / Machine

b) Vertical axis machines
These are not used commonly as compared to horizontal machines. They are like
horizontal machines except in the direction of blades which are going vertically down. A
typical machine generally is 100 feet tall and 50 feet wide.
Q.4. a) Discuss the case study of London smog. (5 marks)
Ans: The Great Smog of London, or Great Smog of 1952 sometimes called the Big Smoke, was a
severe air-pollution event that affected the British capital of London in December 1952. A
period of cold weather, combined with an anticyclone and windless conditions, collected
airborne pollutants –mostly arising from the use of coal – to form a thick layer of smog
over the city. It lasted from Friday, 5 December to Tuesday, 9 December 1952 and then
dispersed quickly when the weather changed. It caused major disruption by reducing
visibility and even penetrating indoor areas, far more severe than previous smog events
experienced in the past, called "pea-soupers". Government medical reports in the
following weeks, however, estimated that up until 8 December, 4,000 people had died as a
direct result of the smog and 100,000 more were made ill by the smog's effects on the
human respiratory tract. London had suffered since the 1200s from poor air quality, which
worsened in the 1600s. but the Great Smog is known to be the worst air-pollution event in
the history of the United Kingdom, and the most significant in terms of its effect on
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environmental research, government regulation, and public awareness of the relationship

between air quality and health. It led to several changes in practices and regulations,
including the Clean Air Act 1956.
Sources of pollution:
The cold weather preceding and during the Great Smog led Londoners to burn more coal than
usual to keep warm. Post-war domestic coal tended to be of a relatively low-grade, sulphurous
variety (economic necessity meant that better-quality "hard" coals tended to be exported), which
increased the amount of sulphur dioxide in the smoke. There were also numerous coal-fired
power stations in the Greater London area, including Fulham, Battersea, Bankside, Greenwich
and Kingston upon Thames, all of which added to the pollution. According to the UK's Met
Office, the following pollutants were emitted each day during the smoggy period: 1,000 tonnes
of smoke particles, 140 tonnes of hydrochloric acid, 14 tonnes of fluorine compounds, and 370
tonnes of sulphur dioxide which may have been converted to 800 tonnes of sulphuric acid.
Research suggests that additional pollution-prevention systems fitted at Battersea may have
worsened the air quality, reducing the output of soot at the cost of increased sulphur dioxide,
though this is not certain. Additionally, there was pollution and smoke from vehicle exhaust –
particularly from steam locomotives and diesel-fuelled buses, which had replaced the recently
abandoned electric tram system – and from other industrial and commercial sources.
Impacts of the smog
The fog finally cleared on December 9, but it had already taken a heavy toll. About 4,000 people
were known to have died as a result of the fog, but it could be many more. Many people
suffered from breathing problems. Press reports claimed cattle at Smithfield had been
asphyxiated by the smog. Travel was disrupted for days
Response to the smog
A series of laws were brought in to avoid a repeat of the situation. This included the Clean Air
Act of 1956 and 1968. These acts banned emissions of black smoke and decreed residents of
urban areas and operators of factories must convert to smokeless fuels.
People were given time to adapt to the new rules, however, and fogs continued to be smoky for
some time after the Act of 1956 was passed. In 1962, for example, 750 Londoners died as a result
of a fog, but nothing on the scale of the 1952 Great Smog has ever occurred again. This kind of
smog has now become a thing of the past, thanks partly to pollution legislation and also to
modern developments, such as the widespread use of central heating.
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b) Write in details: food chain and food web. (5 marks)

Ans: Food chain: A food chain is a linear consequence of links in a food web starting from a
species that eats no other species in the web and ends at a species that is eaten by no other
species in the web. A food chain differs from a food web, because the complex polyphagous
network of feeding relations are aggregated into trophic species and the chain only follows
linear monophagous pathways. A common metric used to quantify food web trophic structure
is food chain length. In its simplest form, the length of a chain is the number of links between a
trophic consumer and the base of the web and the mean chain length of an entire web is the
arithmetic average of the lengths of all chains in a food web. The most obvious aspect of nature
is that energy must pass from one living organism to another. When herbivorous animals feed
on plants, energy is transferred from plants to animals. In an ecosystem, some of the animals
feed on other living organisms, while some feed on dead organic matter; the latter form the
„detritus‟ food chain. At each linkage in thechain, a major part of the energy from the food is
lost for daily activities. Each chain usually has only four to five such links. However, a single
species may be linked to a large number of species.
Food chain
The food webs: -
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In an ecosystem there are a very large number of interlinked chains. This forms a food
web.If the linkages in the chains that make up the web of life are disrupted due to human
activities that lead to the loss or extinction of species, the web breaks down.
Food web
c) Write a note on :green buildings – concept and objectives. (5 marks)
Ans: When the pre-historic man constructed a hut for the first time using bamboo trees and
coconut leaves to protect himself from sun and rain, he was starting to exploit nature for his
humble needs. Apart from killing the trees he also disturbed the natural habitat of the insects
and birds in those trees and interfered the cycles of nature. That was a beginning. Now, it is
beyond imagination, how much damage has been inflicted on earth by the construction of
several types of buildings using sand and water from the rivers, stones from the mountains,
cement manufactured from the ingredients dug from the land. In addition, carbon emission
from buildings and manufacturing of construction materials warm up the air and space.
But, after getting conscious about the environment and after feeling the environmental
responsibilities, the way our people try to address this problem is wonderful. One of the
intelligent initiatives is the concept of “Green Buildings”.
The concept of Green Buildings envisions an innovative approach to save water, energy and
material resources in the construction and maintenance of the buildings and can reduce or
eliminate the adverse impact of buildings on the environment and occupants.
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By preferring Green Building over a conventional building, we help this planet earth and the
people to retain nature to a maximum extent possible in three ways with reference to the
location of the buildings.
1. Retain the external environment at the location of the building.

2. Improve internal environment for occupants
3. Preserve the environment at places far away from the building
Concept of Green Buildings:

Concept: Cross section of a Green Building:
Land: The landscaping and the exterior design in a green building shall be in such a way that
there is more shaded area, the light trespass is eliminated and local species of plants are grown.
Water: The green building by its design and shape shall not disrupt the natural water flows, it
should orient and stand just like a tree. Rain falling over the whole area of the complex shall be
harvested in full either to replenish the ground water table in and around the building or to be
utilized in the services of the building. The toilets shall be fitted with low flash fixtures. The
plumbing system should have separate lines for drinking and flushing. Grey water from
kitchenette, bath and laundry shall be treated and reused for gardening or in cooling towers of
air conditioning.
Energy: The solar energy at the top of a green building is harvested to supplement the
conventional energy, The natural light is harvested in the intermediate floors to minimize the
usage of electricity. Sunlight is restricted by the high grown trees outside the lower floors of the
building. High efficiency light fixtures make a pleasant lighting apart from saving the energy.
High-efficiency windows and insulation in walls, ceilings, and floors are used for the benefit of
better temperature control.
Q.5.
a) What is land pollution? Discuss solid waste management. (5 marks)
Ans: Land pollution: Land pollution is the degradation of Earth's land surfaces often caused by
human activities and their misuse of land resources. It occurs when waste is not disposed
properly. Health hazard disposal of urban and industrial wastes, exploitation of minerals, and
improper use of soil by inadequate agricultural practices are a few factors. Urbanization and
industrialization are major causes of land pollution. The Industrial Revolution set a series of
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events into motion which destroyed natural habitats and polluted the environment, causing
diseases in both humans and other species of animals.
Solid Waste Management:

Solid wastes are grouped or classified in several different ways. These different classifications
are necessary to address the complex challenges of solid waste management in an effective
manner. The term municipal solid waste (MSW) is generally used to describe most of the non-
hazardous solid waste from a city, town or village that requires routine collection and transport
to a processing or disposal site. Sources of MSW include private homes, commercial
establishments and institutions as well as industrial facilities. However MSW does not include
wastes from industrial processes, construction and demolition debris, sewage sludge, mining
wastes or agricultural wastes. Municipal solid waste contains a wide variety of materials. It can
contain food waste such as vegetable and meat material, leftover food, egg shells, etc which is
classified as wet garbage as well as paper, plastic, tetra packs, plastic cans, newspaper, glass
bottles, cardboard boxes, aluminum foil, metal items, wood pieces, etc. which is classified as dry
garbage.
Control measures of urban and industrial wastes:

An integrated waste management strategy includes three main components:
1. Source reduction
2. Recycling
3. Disposal
1. Source reduction is one of the fundamental ways to reduce waste. This can be done by using
less material when making a product, reuse of products on site, designing products or
packaging to reduce their quantity. On an individual level we can reduce the use of
unnecessary items while shopping, buy items with minimal packaging, avoid buying
disposable items and also avoid asking for plastic carry bags.
2. Recycling is reusing some components of the waste that may have some economic value.
Recycling has readily visible benefits such as conservation of resources reduction in energy
used during manufacture and reducing pollution levels. Some materials such as aluminum and
steel can be recycled many times. Metal, paper, glass and plastics are recyclable. Mining of new
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aluminum is expensive and hence recycled aluminum has a strong market and plays a
significant role in the aluminum industry. Paper recycling can also help preserve forests as it
takes about 17 trees to make one ton of paper. Crushed glass (cullet) reduces the energy
required to manufacture new glass by 50 percent. Cullet lowers the temperature requirement of
the glassmaking process thus conserving energy and reducing air pollution. However even if
recycling is a viable alternative, it presents several problems. The problems associated with
recycling are either technical or economical. Plastics are difficult to recycle because of the
different types of polymer resins used in their production. Since each type has its own chemical
makeup different plastics cannot be recycled together. Thus separation of different plastics
before recycling is necessary. Similarly in recycled paper the fibers are weakened and it is
difficult to control the colour of the recycled product. Recycled paper is banned for use in food
containers to prevent the possibility of contamination. It very often costs less to transport raw
paper pulp than scrap paper. Collection, sorting and transport account for about 90 percent of
the cost of paper recycling.
3. Disposal of solid waste is done most commonly through a sanitary landfill or through
incineration. A modern sanitary landfill is a depression in an impermeable soil layer that is
lined with an impermeable membrane. The three key characteristics of a municipal sanitary
landfill that distinguish it from an open dump are:
• Solid waste is placed in a suitably selected and prepared landfill site in a carefully
prescribed manner.
• The waste material is spread out and compacted with appropriate heavy machinery.
• The waste is covered each day with a layer of compacted soil. The problems with older
landfills are associated with groundwater pollution. Pollutants seeping out from the bottom
of a sanitary landfill (leachates) very often percolate down to the groundwater aquifer no
matter how thick the underlying soil layer. Today it is essential to have suitable bottom
liners and leachate collection systems along with the installation of monitoring systems to
detect groundwater pollution.
3. Incineration is the process of burning municipal solid waste in a properly designed furnace
under suitable temperature and operating conditions. Incineration is a chemical process in
which the combustible portion of the waste is combined with oxygen forming carbon
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dioxide and water, which are released into the atmosphere. This chemical reaction called
oxidation results in the release of heat. For complete oxidation the waste must be mixed with
appropriate volumes of air at a temperature of about 815o C for about one hour. Incineration
can reduce the municipal solid waste by about 90 percent in volume and 75 percent in
weight. The risks of incineration however involve air quality problems and toxicity and
disposal of the fly and bottom ash produced during the incineration process.
4. Vermi – Composting: Nature has perfect solutions for managing the waste it creates, if left
undisturbed. The biogeochemical cycles are designed to clear the waste material produced
by animals and plants. We can mimic the same methods that are present in nature. All dead
and dry leaves and twigs decompose and are broken down by organisms such as worms
and insects, and are finally broken down by bacteria and fungi, to form a dark rich soil-like
material called compost. These organisms in the soil use the organic material as food, which
provides them with nutrients for their growth and activities. These nutrients are returned to
the soil to be used again by trees and other plants. This process recycles nutrients in nature.
This soil can be used as manure for farms and gardens.
b) Which are renewable energy resources? Write about their importance. (5 marks)
Ans: Renewable energy is the energy obtained from sources that are essentially inexhaustible.
Following are various forms of renewable energy
1. Solar energy
2. Wind energy
3. Biomass energy
4. Hydro energy
5. Geothermal energy
6. Wave and tidal energy
The most important feature of renewable energy is that it can be harnessed without the release
of harmful pollutants. Non-renewable energy is the conventional fossil fuels such as coal, oil
and gas, which are likely to deplete with time.
a) Advantages of Renewable Energy:

• One major advantage with the use of renewable energy is that, since it is renewable it is
sustainable and will never run out.
• Requires less maintenance than traditional generators.
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• Their fuel being derived from natural and available resources reduces the costs of
operation.
• Little or no waste products such as carbon dioxide or other chemical pollutants and thus
has minimal negative impact on the environment.
c) Write on: functions and powers of central pollution control board. (5 marks)
Ans: The main functions of the Central Pollution Control Boards (CPCBs) are as follows:
1) Advise the Central Government on any matter concerning prevention and control of
water and air pollution and improvement of the quality of air.
2) Plan and cause to be executed a nation-wide programme for the prevention, control or
3) Co-ordinate the activities of the State Board and resolve disputes among them;
4) Provide technical assistance and guidance to the State Boards, carry out and sponsor
5) Plan and organize training of persons engaged in programme on the prevention, control
or abatement of water and air pollution;
7) Collect, compile and publish technical and statistical data relating to water and air
pollution and the measures devised for their effective prevention, control or abatement;
8) Prepare manuals, codes and guidelines relating to treatment and disposal of sewage and
trade effluents as well as for stack gas cleaning devices, stacks and ducts;
9) Disseminate information in respect of matters relating to water and air pollution and
their prevention and control;
Q.6. a) What is nuclear pollution? Discuss fukushima disaster. (5 marks)

Ans: Definition: Nuclear pollution or radiation is the process of transferring electro-magnetic
waves from one place to another. The energy of wavelength is directly proportional to the
frequency and inversely proportional to its radiation. High energy wavelength causes higher
damage to the living organisms.
Sources of Nuclear pollution:
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There are two sources of radioactive radiation, man-made and natural. The natural sources
comprise cosmic rays and radioactive minerals emitted from rock and marine sediments. The
radioactive minerals contain different forms of uranium, thorium and plutonium which emit
energetic radiation causing pollution. Similarly, cosmic rays contain high energy particles and
cause pollution as they reach on Earth. The radio nuclides are present in the atmosphere and
further break down into smaller parts, emitting radiation and entering the body of living
organisms during breathing.
explosion and radio isotopes. The nuclear plants produce a lot of waste causing pollution and
lately its disposal has become a global problem.
Effects of Nuclear pollution:
Nuclear radiation has catastrophic effects on the health of humans such as foetus damage,
leukemia, permanent physical deformation, skin burns and even death in case if the person
comes in contact with severe radiations. It also releases toxic minerals in the environment
causing pollution. Further, radiations cause mutations leading damages to DNA molecules
hence causing severe deformations in the generations coming ahead. The immediate effects
occur within few days such as hair loss, subcutaneous bleeding, change in metabolism and
proportion of cells. The delayed effects occur in few months or years which included genetic
mutations and tumors formation. The free radicals slowly and steadily destroy proteins,
membranes, and nucleic acids in human body. The most sensitive regions exposed to radiation
are actively dividing cells such as skin, gonads, intestine, and bone marrow.
Control Measures:
a. Laboratory generated nuclear wastes should be disposed off safely and scientifically.
b. Nuclear power plants should be located in areas after careful study of the geology of the area,
tectonic activity and meeting other established conditions.
c. Appropriate protection against occupational exposure.
d. Leakage of radioactive elements from nuclear reactors, careless use of radioactive elements as
fuel and careless handling of radioactive isotopes must be prevented.
e. Safety measure against accidental release of radioactive elements must be ensured in nuclear
plants.
f. Unless absolutely necessary, one should not frequently go for diagnosis by x-rays.
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g. Regular monitoring of the presence of radioactive substance in high risk area should be
ensured.
Case Study of Fukushima Disaster (March, 2011)
The powerful earthquake which hit Japan on 11th March 2011 caused a tsunami which added to
the destruction of millions of people ‟s homes and livelihoods. A consequence of this terrible
natural disaster was a man-made disaster - a nuclear power plant which supplies electricity to
thousands of homes was damaged.
Not long after the disaster it was announced that radiation had been found in water in Japan‟s
capital city Tokyo and that it was unsafe for babies to drink. Tokyo is 220km (136 miles) away
from the radiation leak.
Scales such as the Richter scale which measures earthquakes, or Celsius which measures
temperature, provide us with more information to help us understand what is going on. The
same applies to the International Nuclear and Radiological Event Scale (INES) which measures
how bad a nuclear event is. The event was considered a Level 7 “Major Accident” and can be
compared to the worlds largest nuclear disaster which took place in Chernobyl, Ukraine in
1986.
Although both accidents have been classified level 7, the emissions from the Chernobyl disaster
far outweigh those from Fukushima. But we are warned that the radioactivity released in Japan
might eventually go beyond that emitted in Chernobyl. At the time of the incident over 85,000
people were evacuated from their homes around the power plant.
The shutting down and halting of emissions and nuclear leaks from the plant may take as long
as a decade. There are concerns over leaking contaminated water which has leaked into the
Pacific Ocean. Radiation for the Fukushima accident was still being released into the
atmosphere at the end of 2014, and it is expected that the fallout will reach its peak by the end of
2015.
b) What is an ecosystem? Discuss the classification of ecosystem with examples. (5 marks)
Ans: The living community of plants and animals in any area together with the non-living
components of the environment such as soil, air and water, constitute the ecosystem.
An „Ecosystem‟ is a region with a specific and recognizable landscape form, such as forest,
grassland, desert, wetland or coastal area. The nature of the ecosystem is based on its
geographical features such as hills, mountains, plains, rivers, lakes, coastal areas or islands. It is
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also controlled by climatic conditions such as amount of sunlight, temperature and rainfall in
the region.
The geographical, climatic and soil characteristics form its non-living (abiotic) component.
These features create conditions that support a community of plants and animals that evolution
has produced to live in these specific conditions. The living part of the ecosystem is referred to
as its biotic component.
Ecosystems are divided into terrestrial or land based ecosystems, and aquatic ecosystems in
water. These form the two major habitat conditions for the Earth‟s living organisms. All the
living organisms in an area live in communities of plants and animals. They interact with their
non-living environment and with each other at different points in time for a large number of
reasons. Life can exist only in a small proportion of the earth‟s land, water and its atmosphere.
At a global level the thin skin of the earth on the land, the sea and the air, forms the biosphere.
At a sub-global level, this is divided into bio-geographical realms, eg. Eurasia called the
Palaearctic realm; South and South-East Asia (of which India forms a major part) is the Oriental
realm; North America is the Nearctic realm; South America forms the Neotropical realm; Africa
the Ethiopian realm; and Australia the Australian realm.
At a national or state level, this forms bio-geographic regions. There are several distinctive
geographical regions in India- the Himalayas, the Gangetic Plains, the Highlands of Central
India, the Western and Eastern Ghats, the semi-arid desert in the West, the Deccan Plateau, the
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Coastal Belts, and the Andaman and Nicobar Islands. These geographically distinctive areas
have plants and animals that have been adapted to live in each of these regions.
At an even more local level, each area has several structurally and functionally identifiable
ecosystems such as different types of forests, grasslands, river catchments, mangrove swamps
in deltas, seashores, islands, etc. to give only a few examples. Here too each of these forms a
habitat for specific plants and animals.
Ecosystems are also classified on the basis of ecological factors such as

a) climate,
a) elevation,
a) human influence such as grazing, hydric regimes, and
a) survival strategies such as seasonality.
There are two types of ecosystems
(i)Terrestrial Ecosystems : They include grassland, cropland, forest, desert, etc.
(ii)Aquatic Ecosystems : They include pond, lake, river, sea, etc.
c) Draw the schematic diagram of photovoltaic cell. Explain its principle and working. (5
marks)
Ans: Principle: These are based on the principle of semiconductor physics/ photovoltaic effect.
The devices are designed to convert the available sunlight into electrical energy. This type of
conversion does not involve any chemical reactions or moving parts in the device.
Structure / Construction of modern solar cells.
This cell basically consists of P-N junction photodiodes, which have very large light sensitive
area.There are three layers for energy conversion:
a) Top junction layer (made of N-Type semiconductor)
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b) Middle absorber layer i.e. P-N junction where energy is absorbed.
c) Back junction layer (made of P-Type semiconductor)
Working of PV cell:
The three layers present in PV cell work simultaneously for the absorption of sunlight,
photovoltaic effect to occur and conversion of heat into electrical energy. The top junction
layer is N-Type made of electron deficit material and lower or the back junction is P-
Type. The electropositive metals possessing only one valence electron are used to form lower
level as they can lose electron easily leaving behind hole. When sunlight falls on the absorbing
surface, the photons are absorbed and the electrons from lower level are replaced to form hole.
The free electrons move towards upper layer where it can be accepted because of electron
deficit material. The process continues involving flow of electrons to holes in the PV cell
creating a potential difference, at the P-N junction. Hence current is generated at the junction.
The electric field is thus created at the junction.
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Question Paper: may 2018 EVS solved paper of Mumbai University part 3
Q1. Answer any five questions from following.
1. A. What is meant by E pollution?
Ans: Electronic waste or e-waste describes discarded electrical or electronic devices. Used
electronics which are destined for reuse, resale, salvage, recycling or disposal are also
considered e-waste. Informal processing of electronic waste in developing countries may
cause serious health and pollution which is called as E-pollution.
1. B. Explain concept of carbon credit.
Ans: arbon credit is type of certificate showing that a government or company has paid to have
a certain amount of carbon dioxide removed from the environment”.
Carbon credits and carbon markets are a component of national and international attempts to
mitigate the growth in concentrations of greenhouse gases (GHGs). One carbon credit is equal
to one tonne of carbon dioxide, or in some markets, carbon dioxide equivalent gases. Carbon
trading is an application of an emissions trading approach. Greenhouse gas emissions are
capped and then markets are used to allocate the emissions among the group of regulated
sources.
The goal is to allow market mechanisms to drive industrial and commercial processes in the
direction of low emissions or less carbon intensive approaches than those used when there is no
cost to emitting carbon dioxide and other GHGs into the atmosphere. Since GHG mitigation
projects generate credits, this approach can be used to finance carbon reduction schemes
between trading partners and around the world.
1. C. Explain the concept of ecological pyramid.
Ans: An ecological pyramid (also trophic pyramid, energy pyramid, or sometimes food
pyramid) is a graphical representation designed to show the biomass or bio productivity at each
trophic level in a given ecosystem.
Biomass is the amount of living or organic matter present in an organism. Biomass pyramids
show how much biomass is present in the organisms at each trophic level, while productivity
pyramids show the production or turnover in biomass. Ecological pyramids begin with
producers on the bottom (such as plants) and proceed through the various trophic levels (such
as herbivores that eat plants, then carnivores that eat herbivores, then carnivores that eat those
carnivores, and so on).
The highest level is the top of the chain. An ecological pyramid of biomass shows the
relationship between biomass and trophic level by quantifying the biomass present at each
trophic level of an ecological community at a particular time. It is a graphical representation of
biomass (total amount of living or organic matter in an ecosystem) present in unit area in
different tropic levels. Typical units are grams per meter2, or calories per meter2.
1. D. Differentiate between conventional and non-conventional energy.
Ans: Conventional Sources of Energy
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I. The sources of energy which have been in use for a long time, e.g., coal, petroleum, natural
gas and water power.
II. They are exhaust able except water.
III. They cause pollution when used, as they emit smoke and ash.
IV. They are very expensive to be maintained, stored and transmitted as they are carried over
long distance through transmission grid and lines.
Non-Conventional Sources of Energy
I. The resources which are yet in the process of development over the past few years. It includes
solar, wind, tidal, biogas, and biomass, geothermal.
II. They are inexhaustible.
III. They are generally pollution free.
IV. Less expensive due to local use and easy to maintain.
1. E. Explain food chain.
Ans: A food chain is a pathway that represents the exchange of energy from one organism to
another. In other words, it is the chronological order of who eats whom in a biological
community. Food chains go hand-in-hand with food webs, though there are differences
between the two. While a food chain is a single pathway of energy transfer, a food web shows
all of the different relationships or possible energy transfers between a selected group of
species.
1. F. Explain causes and effects of Ozone layer.
Ans: The Ozone layer is a deep blanket in the stratosphere made up of comparatively high
concentration of the ozone. As a result of its chemical composition, ozone is regarded as a
special type of oxygen as it contains three oxygen molecules (O3) as opposed to the usual two
oxygen molecules (O2).
Causes of Ozone Layer

1) The main cause of the ozone hole was found to be gases that contained Chlorofluorocarbons
(CFCs), Halons and Freons.
2) The presence of chlorine within CFC’s break down the ozone gases in ozone layer which
increases the chances of ozone depletion. Till date, CFC’s have accounted for about 80% of
ozone depletion.
3) The destruction of the ozone layer is primarily caused when the amount of gases that contain
chlorine begins to increase in the environment. As these gases rise upwards, they are exposed to
UV light. This then causes a chemical reaction which creates chlorine atoms. These affect the
atoms of ozone and cause ozone depletion.
4) As of now, the ozone hole remains an area of interest for many. Even though the hole present
above the Antarctic is beginning to show signs of a decline, there are concerns regarding the
long term effects. In particular, many scientists are worried that the development of the same
conditions in other parts of the world may cause large scale ozone thinning in the future, if not
ozone depletion all together.
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Effects are as follows-

1) It leads to skin cancer or skin irritation which can lead to death. A decrease in 1% of ozone
layer can cause 5% increase in cases of skin cancer.
2) Exposure to UV rays has also increased the cases of cataracts which in turn affects people’s
vision and could also cause an increase in people becoming blind.
3) Depletion of ozone layer and increase in UV rays can also cause DNA damage which can also
be catastrophic.
4) Aquatic plants and animals are not even safe.
5) In the animal kingdom, many species of animals have been found suffering from growing
sunburn as a result of increased UV light. Certain crops will also be affected, since they are
dependent on cyanobacteria which is quite sensitive to changing levels of the UV radiation. On
the other hand, it has also been found that the increased levels allow for the production of more
Vitamin D in the animal kingdom.
6) One of widespread and long lasting effects has been the public awareness towards the
environmental issues facing the planet. As one of the first major man-made problems to be
discussed on a public forum, it set the ground for public opinion and action on issues such as
pollution, greenhouse gases, global warming and the climate crisis.
1. G. Explain the concept of acid rain?
Acid rain, or acid deposition, is a broad term that includes any form of precipitation with acidic
components, such as sulfuric or nitric acid that fall to the ground from the atmosphere in wet or
dry forms. This can include rain, snow, fog, hail or even dust that is acidic.
cid rain results when sulfur dioxide (SO2) and nitrogen oxides (NOX) are emitted into the
atmosphere and transported by wind and air currents. The SO2 and NOX react with water,
oxygen and other chemicals to form sulfuric and nitric acids. These then mix with water and
other materials before falling to the ground.
Q.2.A. Explain various modes needed for public awareness to protect earth from
environmental degradation?
Targeted Efforts
According to UNEP, environmental awareness campaigns are most successful when targeted to
specific groups or populations. Many people don't pay much attention to environmental
problems because they don't understand how the problem would affect them or their lifestyle.
One reason that hybrid cars, energy-saving appliances, and solar panels have become so
popular in the past few years is because of targeted awareness. Showing people how much
money they could save by purchasing a hybrid or installing a solar panel has helped to
"convert" people who normally wouldn't have paid much attention to environmental problems.
Local Outreach
Environmental education is just as important in the developing world as it is in industrialized
nations; however, reaching out to the people in those countries can be very difficult. Language
barriers, illiteracy, and cultural differences can prevent them from learning about
environmental issues, particularly in rural or tribal areas. Reaching out to tribal, religious, and
community leaders can often help a government organization or non-governmental
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organization (NGO) educate the people on environmental issues. Community leaders can help
ease communication problems and bridge the cultural divide that often stands in the way of
outreach efforts.
The Media
In developed countries and urban areas, the use of print, broadcast, and Internet media can be a
great way to increase education and awareness. By working with the media, government
agencies and nonprofit organizations can help spread their message, either by holding press
briefings, issuing printed press releases, or even setting up online databases that can be used as
information centers. Information centers can be useful tools to educate both the public and
journalists about environmental concerns. Many media outlets may want to increase their
coverage of environmental issues, but don't know where to find accurate information. Having a
central information clearinghouse that is accessible to journalists and the public can be
extremely useful.
Classroom Education
Thirty percent of the world's population is under the age of eighteen, according to UNEP, which
is why educating children and young adults about environmental problems is crucial to long-
term success. This will help them foster a sense of responsibility and "proactive citizenship," so
that when they become adults they will make choices that help the environment rather than
harm it. Many schools, however, do not currently teach their students about environmental
issues. Integrating environmental education into current science classes or teaching
environmental science as a separate discipline is one of the best ways to educate children and
teens about environmental problems, particularly if the classes involve some sort of "hands-on"
learning, like starting a garden or caring for an animal.
Through above modes we need to create awareness to protect earth from degradation.
Turn off lights, save energy, Recycle your Old cell phones, Conserve energy, maintain your
vehicle, and Ban the use of plastic bags
B. Explain the need and importance of environmental studies.

Environmental science has grown in importance as the awareness of globalization has
increased. Simply put, the entire world is using the earth's resources, and the study of
environmental science is a means for researchers to study and hopefully solve the negative
effects of human interaction on the environment. Well known areas of environmental concerns
are water safety, air safety and energy safety. Man-made changes in climate are also of concern,
with global warming potentially melting the ice caps and subsequently raising sea levels.
Virtually anything that humans interact with has an impact on the world at large.
Environmental science can then be viewed from the lens of sustainability. How populations will
survive or sustain in the future is at the heart of environmental science.
C. Explain the classification of ecosystem
An ecosystem, a term very often used in biology, is a community of plants and animals
interacting with each other in a given area, and also with their non-living environments. The
non-living environments include weather, earth, sun, soil, climate and atmosphere. There are
three types of ecosystems. Freshwater Ecosystems, Terrestrial Ecosystems and Ocean
Ecosystems
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Freshwater ecosystems are those that are contained to freshwater environments. This includes,
but is not limited to, ponds, rivers and other waterways that are not the sea (which is, of course,
saltwater and cannot support freshwater creatures for very long). Freshwater ecosystems are
actually the smallest of the three major classes of ecosystems, accounting for just 1.8% of the
total of the Earth’s surface. The ecosystems of freshwater systems include relatively small fish
(bigger fish are usually found in the sea), amphibians (such as frogs, toads and newts), insects
of various sorts and, of course, plants. The absolutely smallest living part of the food web of
these sorts of ecosystems is plankton, a small organism that is often eaten by fish and other
small creatures.
Terrestrial ecosystems are so diverse; it is difficult to make generalizations about them.

However, a few things are true almost all of the time. For instance, most contain herbivores that
eat plants (that get their sustenance from the sun and the soil) and all have carnivores that eat
herbivores and other carnivores. Some places, such the poles, contain mainly carnivores because
not plant life grows. A lot of animals and plants that grow and live in terrestrial ecosystems also
interact with freshwater and sometimes even ocean ecosystems.
Ocean ecosystems are relatively contained, although they, like freshwater ecosystems, also
include certain birds that hunt for fish and insects close to the ocean’s surface. There are actually
three different types of oceanic ecosystems: shallow waters, deep waters and the deep ocean
surface. In two of these the very base of the food chain is plankton, just as it is in freshwater
ecosystems.
Q3A. How electricity is generated by using wind energy?
The process of converting wind energy to electric energy uses a wind turbine. The wind
turbines convert the kinetic energy in the wind into mechanical power. The mechanical power
can be used for many things. In the past this meant pumping water, creating ventilation, or
grinding food sources. While these things still occur, wind power is also used to generate
electricity.
The wind turbine is a tall shaft with several horizontal rectangular blades attached to it. These
blades are often covered with stiff material or ratting material. When turned they push against
the air, causing pressure, and turning the inner shaft. This shaft connects to a generator which
then creates energy.
Wind turbines work in a variety of locations, such as in large wind farms, residential wind
turbines, and offshore turbines. Wind farms are capable of converting a large amount of kinetic
energy that can be converted to electricity. The best location for wind farms is considered to be
along valleys where there is a fairly regular flow of wind. At times the wind may be considered
to be intermittent, but this can be corrected by supplying a fairly low back-up energy source
which will allow for balance in times of low wind.
B. State and Explain principle, construction and working of flat plate collector used for solar
energy?
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Flat-plate collector is a metal box with a on glass or plastic cover (called glazing) on top and a
dark-colored absorber plate on the bottom. The sides and bottom of the collector are usually
insulated to minimize heat loss.
Sunlight passes through the glazing and strikes the absorber plate, which heats up, changing
solar energy into heat energy. The heat is transferred to liquid passing through pipes attached
to the absorber plate. Absorber plates are commonly painted with "selective coatings," which
absorb and retain heat better than ordinary black paint. Absorber plates are usually made of
metal—typically copper or aluminum—because the metal is a good heat conductor. Copper is
more expensive, but is a better conductor and less prone to corrosion than aluminum. In
locations with average available solar energy, flat plate collectors are sized approximately one-
half- to one-square foot per gallon of one-day's hot water use.
Applications: The main use of this technology is in residential buildings where the demand for
hot water has a large impact on energy bills. This generally means a situation with a large
family, or a situation in which the hot water demand is excessive due to frequent laundry
washing.
Commercial applications include Laundromats, car washes, military laundry facilities and
eating establishments. The technology can also be used for space heating if the building is
located off-grid or if utility power is subject to frequent outages. Solar water heating systems are
most likely to be cost effective for facilities with water heating systems that are expensive to
operate, or with operations such as laundries or kitchens that require large quantities of hot
water.
Unglazed liquid collectors are commonly used to heat water for swimming pools. Because these
collectors need not withstand high temperatures, they can use less expensive materials such as
plastic or rubber. They also do not require freeze-proofing because swimming pools are
generally used only in warm weather or can be drained easily during cold weather.
While solar collectors are most cost-effective in sunny, temperate areas, they can be cost
effective virtually anywhere in the country so should be considered.
C. What are the limitations of conventional source of energy?
The non-conventional sources of energy are:

1. Wind Energy advantages- non-polluting; low cost production of electricity once setup; safe
and clean disadvantages- noise pollution; wind mills costly to setup; disturbs radio and T.V.
reception; harmful to birds.
2. Solar Energy advantages- inexhaustible; non-polluting disadvantages- expensive; diffused
source, so gets wasted.
3. Tidal Energy advantages- non-polluting; inexhaustible disadvantages- destroys wildlife
habitat; difficult to harness
4. Nuclear energy advantages- Emits large amount of energy disadvantages- generates
radioactive waste; expensive
5. Bio Gas advantages- low cost; easy to operate; makes use of bio waste disadvantages- causes’
green house effect
6. Geothermal Energy advantages- clean Eco friendly and always available disadvantages-
located far away from cities and so costly to transport the electricity.
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Q-4 A) What are green buildings? What are the advantages of green structure?
Green building (also known as green construction or sustainable building) refers to both a
structure and the application of processes that are environmentally responsible and resource-
efficient throughout a building's life-cycle: from planning to design, construction, operation,
maintenance, renovation, and demolition. This requires close cooperation of the contractor, the
architects, the engineers, and the client at all project stages. The Green Building practice
expands and complements the classical building design concerns of economy, utility, durability,
and comfort.
Leadership in Energy and Environmental Design (LEED) is a set of rating systems for the
design, construction, operation, and maintenance of green buildings which was Developed by
the U.S. Green Building Council. Other certificates system that confirms the sustainability of
buildings is the British BREEAM (Building Research Establishment Environmental Assessment
Method) for buildings and large-scale developments. Currently, World Green Building Council
is conducting research on the effects of green buildings on the health and productivity of their
users and is working with World Bank to promote Green Buildings in Emerging Markets
through EDGE (Excellence in Design for Greater Efficiencies) Market Transformation Program
and certification.[4] There are also other tools such as Green Star in Australia and the Green
Building Index (GBI) predominantly used in Malaysia.
Although new technologies are constantly being developed to complement current practices in
creating greener structures, the common objective of green buildings is to reduce the overall
impact of the built environment on human health and the natural environment by:
• Efficiently using energy, water, and other resources

• Protecting occupant health and improving employee productivity
• Reducing waste, pollution and environmental degradation
Advantages:
• 1- Cost:
• The construction costs are the same as a standard building and sometime they cost a
little bit more as they require special materials to be built. However, a regular building
costs won’t stop after its construction since money will always be spent on maintenance,
renovation, operation or even demolition.
• This doesn’t mean that green buildings won’t need maintenance, renovation, operation
or even demolition as well, but being built of natural resources all that re-doing stuff
will take ages till done as they are not damaged that fast hence, investing in green
building is 10 times more profitable than standard ones.
2- Efficiency:
• This here is divided to the following:-
• A- Water efficiency:
• Green buildings don’t know the meaning of “wasted”, they recycle rain water and grey
water and use them for toilet flushing for instance.
• B- Energy Efficiency:
• These buildings save energy more than those built out of bricks. They only depend on
all renewable energy resources such solar power, hydro-power and wind power which
are used for heat and electricity and help improve the indoor air quality.
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• C- Material Efficiency:
• Green buildings are built from natural, non-toxic and recycled materials that don’t cost
much and Eco-friendly such as bamboo, straw, recycled metal or concrete..etc.
3- Preserving infrastructure:
• Being efficient in both energy and water supply, these buildings stretch the capacity of
local infrastructure greatly.
4- High ROI rates:
• Considering that these buildings are all natural, they have huge return on investment
rates and properties in these buildings sell at high prices.
• But as we all know nothing all sweet and perfect. Green buildings have their flaws too
and to sum them up, they are as follows
Q-4.B) Discuss various indoor air pollutants?

When you think of air pollution, you probably think of things like smog, power plants and
emissions from cars and trucks. Those are all examples of outdoor air pollution, but air indoors
can be polluted, too. Pollutants are any harmful contaminants in the air; therefore, indoor air
pollution is when pollutants from things such as gases and particles contaminate the air
indoors.
Indoor air pollution is a very real and dangerous thing because indoor air is far more
concentrated with pollutants than outdoor air. It's estimated that 2.2 million deaths each year
are due to indoor air pollution (compared to 500,000 deaths from outdoor air pollution). There
are many sources of indoor air pollution, but they are different for developed and developing
nations. We'll first look at developing nations to see how indoor air becomes polluted in these
locations. Then, we'll explore what causes indoor air pollution in developed countries.
Indoor air pollution has a far greater impact on developing countries than it does on developed
ones because fuel, such as wood, charcoal and animal dung, is burned inside homes for cooking
and heating. Rarely is there proper ventilation to allow the pollutants to escape, so residents of
these homes end up breathing in carbon monoxide and other dangerous contaminants.
Indoor air pollutants from indoor fuel burning lead to serious human health problems, such as
pneumonia, bronchitis, cancer, heart disease and asthma. And, since more than half of the
population of developing nations has no other method for cooking and heating, it's not
surprising that indoor air pollution from indoor fuel burning kills 1.6 million people each year
Radon gas is also harmful indoors, and it is the second-leading cause of lung cancer in the U.S.
(tobacco smoke is the first). Radon gas is a radioactive gas that comes from the natural
breakdown of uranium in soil, rock and water. When the uranium breaks down, the radon gas
seeps up and can get into buildings. Radon is especially dangerous because it is both colorless
and odorless, which makes it impossible to detect without special testing equipment.
In addition to tobacco and radon, volatile organic compounds (or VOCs) create a variety of
pollutants in indoor air. VOCs are carbon-containing compounds that are released by pretty
much anything you can imagine - perfume, paint, plastic, household cleaners, adhesives,
furniture, carpet, paper…even that nice 'new car smell' is really just the smell of toxic chemicals
being released!
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Indoor Air Pollutants

Examples
• Carbon monoxide – An odorless, colorless gas produced by appliances or heaters that

burn natural gas, oil, wood, propane, or kerosene. A major component of car exhaust.
• Environmental tobacco smoke (ETS) is composed of more than 3,800 different chemical
compounds.
• Radon – An odorless, colorless radioactive gas that comes from the natural breakdown
of uranium in rock and soil. It can seep into homes through cracks in the foundation,
floors, walls. Can be found in water.
• Molds – Require moisture to grow and tend to be found in damp basements,
refrigerators, air conditioners, humidifiers, mattresses, carpeting, under ceiling panels,
or behind walls (if there are chronic water leaks).
• Solvents – Household cleaners, degreasers, arts and craft supplies, glues, “off-gassing”
from newly installed carpets, flooring, particle board, and furniture.
• Pesticides – Residues of some pesticides volatilize after application, and may concentrate
at floor level.
C. What is the role of disaster management?

Emergency management (or disaster management) is the discipline of dealing with and
avoiding risks. It is a discipline that involves preparing, supporting, and rebuilding society
when natural or human-made disasters occur. In general, any Emergency management is the
continuous process by which all individuals, groups, and communities manage hazards in an
effort to avoid or ameliorate the impact of disasters resulting from the hazards. Actions taken
depend in part on perceptions of risk of those exposed. Effective emergency management relies
on thorough integration of emergency plans at all levels of government and non-government
involvement. Activities at each level (individual, group, community) affect the other levels. It is
common to place the responsibility for governmental emergency management with the
institutions for civil defense or within the conventional structure of the emergency services. In
the private sector, emergency management is sometimes referred to as business continuity
planning.
5A. Discuss briefly about green house effect

The greenhouse effect is the process by which radiation from a planet's atmosphere warms the
planet's surface to a temperature above what it would be without its atmosphere. If a planet's
atmosphere contains radiatively active gases (i.e., greenhouse gases) they will radiate energy in
all directions. Part of this radiation is directed towards the surface, warming it. Earth’s natural
greenhouse effect is critical to supporting life. Human activities, mainly the burning of fossil
fuels and clearing of forests, have strengthened the greenhouse effect and caused global
warming
Strengthening of the greenhouse effect through human activities is known as the enhanced
greenhouse effect. The greenhouse effect, combined with increasing levels of greenhouse gases
and the resulting global warming, is expected to have profound implications If global warming
continues unchecked, it will cause significant climate change, a rise in sea levels, increasing
ocean acidification, extreme weather events and other severe natural and societal impacts
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5B- what are the main causes of soil degradation

Ans: Soil degradation has been defined as a process that leads to decline in the fertility or future
productive capacity of soil as a result of human activity. It occurs whenever the natural balances
in the landscape are changed by human activity through misuse or overuse of soilCauses of Soil
Degradation:
1. Nutrient disorder: Most of the Indian soils are deficient in nutrients and organic matter.
Organic matter is rapidly decomposed and leached or eroded by heavy rains. much
greater than what is supplemented through fertilizers.
2. Water-logging: Soils become water-logged when the water balance of an area is
disturbed because of excess recharge. Important sources of water are heavy rains,
overland water flow towards basin, seepage from canals and distribution system and
tidal flooding. Natural basins without outlet for water, low permeability of subsurface
horizons, internal drainage, low intake rate of surface soils and obstructions to natural
flow of rain water etc. are conditions cause water logging.
3. Salinity: Salinity directly affects the productivity by making the soil unsuitable for crop
growth. Indirectly it lowers productivity through its adverse effects on the availability of
nutrients. Erosion: Soil erosion is the major cause of soil degradation. Erosion and causes
damage to agriculture property. Deforestation causes fast degradation when the soil is
steep sloppy or easily erodible. Destruction of natural vegetation cover is a major factor
responsible for erosion of soils by water and wind.
4. Biological degradation: The factors which affect soil micro flora and fauna also reduce
the biological or microbial activity of soil adversely. These factors reduce the yield. It is
well known that mono cropping (growing the same crop on the same land year after
year) often leads to increasing attack of pests and diseases. The fatal nematodes threaten
potato cultivation in the Nilgiris and, if not controlled they may pose threat to potato
cultivation in that area. Excess use of pesticide reduces microbial activity and biomass.
5. Other causes: Extension of cultivation to marginal land: Improper crop rotation:
Fertilizer misuse: Overgrazing: Mining:
5C. what are the measures to control the global warming

1. Use Fluorescent Light Bulbs: You should immediately change incandescent light bulbs
and use fluorescent light bulbs, because these fluorescent bulbs consume only 25 %
energy comparable incandescent bulbs.
2. Switch Off Electric Appliances: When electric appliances are not in your use, then plug
them off, because they use some energy even in off position.
3. Change Your Monitor with LCD: Try to get LCD instead of a monitor, because LCD
takes about 56 percent energy than your monitor. Always keep your computer screen
status off, when you are not working.
4. Don’t Leave Fridge’s door open for a Long Time: You take or put things in your Fridge
quickly, because if you keep open your fridge door for a minute, then its motor will
remain operative for more than a half hour.
5. Uses of Solar Energy: You should convert your heating system to the solar energy, in
this way you can save electricity, money and your environment from global warming.
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6. Use Electric or Hybrid Car: You consider purchasing a hybrid or electric car, in place of
gasoline car. Gasoline car covers 20 to 30 miles per gallon, whereas hybrid or eclectic
gives you 130 to 140 mg.
7. Plant Trees At Home: If you have placed at the front or back side of your home, trees
shading, can make your home cold during summer. Since trees absorb carbon dioxide,
so reduce the carbon dioxide in your surroundings.
8. Save Clean Water: You should not waste clean water, because clean water has become
less, experts see the water crisis in the future. We need more energy for the processing of
clean water.
9. Avoid Lighting at Day Time : The sun provides you light dawn to dusk; if you design
your home with good planning you can save electricity cost.
10. Make High Roofs: When you build your home, construct it with high ceiling, because it
reduces the heat. Ceramic or soil material made roofs to comfort the temperature of the
room.
6A. Discuss the role of 3R in sustainable development

Ans: The three R’s stand for: Reduce, Reuse and Recycle.
Reduce
Waste reduction and waste prevention is all about reducing waste at the source. In terms of
waste management, it is always the best option. Waste is often due to the inefficient use of
resources or bad planning. For example, buying food we don’t need on impulse or because
there’s a special offer and then wasting it.
Reuse
Reuse means using a product more than once, either for the same purpose (for example
returnable glass milk bottles) or for a different purpose (such as old jam jars for food storage).
Repairing products, selling them on or donating them to charity/community groups is also
reusing! It is preferable to recycling because the item does not need to be re-processed before it
can be used again which saves both money and reduces the environmental impact.
Recycle
Recycling is a way to manage waste materials once they have been generated if they can’t be
reused. It prevents waste from being sent to landfill and makes waste into new goods or
products. Effective recycling requires us to separate waste according to different materials so
that they can be recycled efficiently. This can involve turning the old material into a new
version of the same thing or into something completely different. For example, used glass
bottles can be recycled into new bottles or they can be recycled road materials for use in
construction projects.
6B How increasing population is exerting extra pressure on land and mineral resource
discuss.
Competition for land between sectors and production systems is projected to intensify. It is
expressed most accurately in the expansion of the use of land for arable and tree crops, shifting
cultivation and grazing of livestock and its conservation under forest. Then there is the
competition between crop and livestock production and, on a much smaller scale, between crop
production or mangrove swamp preservation and aquaculture, there will be further pressures
on the forest for timber and fuel wood extraction. Finally, increasing population and economic
growth will contribute to further diversion of land to human settlements and infrastructure.
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Soil erosion
There is widespread evidence of erosion resulting in losses greatly in excess of 50 tones of soil
per hectare per year, losses that may be five or more times the natural rate of soil formation.
Soil nutrient mining
The shortening of fallows and prolonged crop harvesting without adequate technological
responses to replace the soil nutrients taken out by crops with organic or mineral fertilizer
inputs, leguminous crops, nitrogen-fixing algae and so on is lowering the nutrient status of soils
and the actual or potential crop yields. It consequently threatens the sustainability of
agricultural production and also introduces an additional economic cost because the lack of
balance lowers the technical efficiency of the mix of fertilizer nutrients.
Stalinization of soils
This is primarily a problem of irrigated areas, but also occurs in hot dry zones where strong
evaporation brings salts to the surface. In irrigated areas it is usually the consequence of bad
design causing poor drainage, and/or inadequate maintenance and inefficient management
leading to excessive application rates, and seepage from water courses. The end result is water
logging, Stalinization, depressed crop yields and eventually, if corrective action is not taken,
loss of land for agriculture. This leads to physical pressures on the finite resource base if land is
permanently lost, which according to some estimates may vary in the range 0.2-1.5 million ha
per year worldwide, while some 10 to 15 percent of irrigated land is to some extent degraded
through water logging and Stalinization.
Desertification
Oil nutrient mining and the over cultivation of fragile soils does lead to dry land degradation
and desertification.
Water contamination
The principal threats of agricultural origin are the following: rising salt concentrations in
irrigated areas; fertilizer and pesticide contamination of surface and groundwater; and
discharges of organic effluents from intensive livestock units and fish farms.
6. C what do you understand by land filling? Explain briefly
Ans: A landfill, also called sanitary landfill, is a land disposal site for waste, which is designed
to protect from environmental pollution and health risks. Landfills are built to concentrate the
waste in compacted layers to reduce the volume and monitored for the control of liquid and
gaseous effluent in order to protect the environment and human health. Besides municipal solid
waste, faucal sludge can also be discharged into landfills. Well-constructed and maintained
landfills are safer than open dumping sites, but even the best sanitary landfill will fill up and,
after many years, probably start to leak. Therefore only waste, which cannot be reused further
should be disposed of in landfills. To solve current waste problems, prevention of waste in the
first place remains a priority. Separation of different types of wastes and reuse is much more
sustainable.
Landfill leachates will cause environmental problems if not handled properly. One of the most
promising methods of treating landfill leachate are constructed wetlands as they require little
operation and maintenance Once the capacity of the landfill is reached, it has to be covered
correctly and the bottom has to be controlled regularly to make sure no toxic effluent reaches
groundwater sources. The cover should resist erosion by wind and water, promote vegetation
and satisfy aesthetic, ecological, or end use criteria
198
Advantages
Effective disposal method if managed well
Sanitary disposal method if managed effectively
Energy production and fast degradation if designed as a bioreactor landfill
Disadvantages
Fills up quickly if waste is not reduced and reusable waste is not collected separately and
recycled
A reasonably large area is required
Risk of groundwater contamination if not sealed correctly or the liner system is damaged
High costs for high-tech landfills
If not managed well, there is a risk of the landfill degenerating into an open dump
Once the landfill site is shut down O&M and monitoring must continue for the following 50 to
100 years.
199

TCET FE Environmental Studies (2018-2019)

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Environmental Studies

Compiled, reviewed and edited by :

Dr. Neha Mishra

Mr. Amol Dapkekar

Ms. Jyoti Vanawe

Mr. Nivant Kambale

3rd Edition of revised syllabus, August 2018

© Thakur College of Engineering and Technology, Kandivali, Mumbai.

The last module 6: Technological Advances to overcome Environmental problemsprimarily is

Outcomes: Learner will be able to…

Module Detailed Contents Hrs.

End Semester Theory Examination:

4. A separate notebook should be maintained for every subject.

Module: 1 Overview of environmental aspects 1 - 26

Module: 2 Aspects of sustainable development 27 - 46

Module -3 Types of Pollution 47 - 84

Module : 4 Pollution Control Legislation 85 - 98

Module: 5 Renewable Sources of Energy 99 - 118

Module: 6 Technological Advances to overcome Environmental problems 119 - 153

University Question Paper and Solution 154 - 199

Ecosystem: Study of ecosystems: Forest, desert and 1 hour

Concept of ecological succession and its impact on 1 hour

1.1.3 Weightage: 05 Marks

1.1.4 Learning Objective:

1.1.5 Theoretical Background:

C. Need for Public Awareness-

Let’s check the take away from this Lecture

3. 'Earth's Day' is celebrated every year on:

1.2.1Depleting nature of Environmental Resources such as soil, water, minerals

A. Depletion of soil resource:

4) Over use of irrigation and chemicals in agriculture

B. Depletion of water resource:

C. Depletion of forest resources:

3) Decrease in bio diversity.

1.2.2Global Environmental Crisis related to Population, Water, Sanitation and

b) Crisis Related to Water

d)Crisis Related to Land

Rank Country/Region Population Area(km2) Density(Population/km2)

7. Belgium 11,007,020 30528 361

Let’s check the take away from this Lecture

24. Ozone of found in

Q.7What is the depletion of resources? Explain depletion of mineral resources.

1.3.2. A. Ecosystem: - Types of ecosystems

C. Ecosystem: - Structure and function of an ecosystem

Fig.2: Food Chain

Fig.3: Food web in forest

f) The advantages of the pyramid of productivity as a representation:

Fig.5: Pyramid of productivity

Let’s check the take away from this lecture

Q.12 Discuss the need of public awareness in environmental protection.

1.4.2Case Study: Chipko Movement (Uttarakhand, India),( began in 1973)

Pic.1: Chipko movement

Let’s check the take away from this lecture

Add to Knowledge (Content Beyond Syllabus)

An environmental management information system (EMIS) is an information

2. Will you able to list different factors that o Yes

3. Will you able to find the trigonometric o Yes

4. Do you understand the concept of eco o Yes

5. Do you understand this module ? o Yes, Completely.

Case Study on Narmada Bachao Andolan (Gujarat, India,

2.1.3 Weightage: 10-15 Marks

Fig.1: Relationship between target dimensions and key indicators

2.2.1 Social, Economic and Environmental Aspect of Sustainable Development

Let’s check the take away from this lecture