Environmental Studies detailed Syllabus for Computer Technology (CM), I – scheme has been taken from the MSBTE official website and presented for the diploma students. For Subject Code, Subject Name, Lectures, Tutorial, Practical/Drawing, Credits, Theory (Max & Min) Marks, Practical (Max & Min) Marks, Total Marks, and other information, do visit full semester subjects post given below.
For all other Diploma in Computer Technology (CM) Syllabus for 5th Sem I – Scheme MSBTE, do visit Diploma in Computer Technology (CM) Syllabus for 5th Sem I – Scheme MSBTE Subjects. The detailed Syllabus for environmental studies is as follows.
Rationale:
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Competency:
The aim of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:
- Diagnose and manage environment related issues
Course Outcomes:
The theory, practical experiences and relevant soft skills associated with this course are to be taught and implemented, so that the student demonstrates the following industry oriented COs associated with the above mentioned competency:
- Develop Public awareness about environment
- Select alternative energy resources for Engineering Practice
- Conserve Ecosystem and Biodiversity
- Apply techniques to reduce Environmental Pollution
- Manage social issues and Environmental Ethics as lifelong learningSuggested Exercises The practicals in this section are PrOs (i.e. sub-components of the COs) to be developed and assessed in the student for the attainment of the competency:
Practical Outcomes
Nil
Note:
- A suggestive list of PrOs is given in the above table. More such PrOs can be added to attain the COs and competency. A judicial mix of minimum 12 or more practical need to be performed, out of which, the practicals marked as are compulsory, so that the student reaches the Precision Level of Dave’s Psychomotor Domain Taxonomy as generally required by the industry.
- The Process and Product related skills associated with each PrO is to be assessed according to a suggested sample given below:
Performance Indicators
Nil
The above PrOs also comprise of the following social skills/attitudes which are Affective Domain Outcomes (ADOs) that are best developed through the laboratory/field based experiences:
- Follow safety practices.
- Practice good housekeeping.
- Practice energy conservation.
- Demonstrate working as a leader/a team member.
- Maintain tools and equipment.
- Follow ethical Practices.
The ADOs are not specific to any one PrO, but are embedded in many PrOs. Hence, the acquisition of the ADOs takes place gradually in the student when s/he undertakes a series of practical experiences over a period of time. Moreover, the level of achievement of the ADOs according to Krathwohls Affective Domain Taxonomy should gradually increase as planned below:
- Valuing Levelin 1st year
- Organising Levelin 2nd year
- Characterising Levelin 3rd year.
Instruments Required:
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Unit 1
Environment
Total Teaching Hours – 06
Distribution of Theory Marks
R Level – 04
U Level – 06
A Level – —
Total Marks – 10
Unit Outcomes (UOs) (in cognitive domain)
- Discuss the scope of Environment.
- Describe various types of environment
- Describe the importance of environment studies.
- Discuss about the need of about public awareness environment.
- Describe various environmental issues.
Topics and Sub-topics
- Definitions, need of environmental studies.
- Segments of environment-Atmosphere, Hydrosphere, Lithosphere, Biosphere.
- Environmental Issues Green house-effects, Climate change, Global warming, Acid rain Ozone layer depletion, Nuclear accidents.
- Concept of 4R (Reduce, Reuse, Recycle and Recover),
- Public awareness about environment.
Unit 2
Energy Resources
Total Teaching Hours – 10
Distribution of Theory Marks
R Level – 04
U Level – 08
A Level – 04
Total Marks – 16
Unit Outcomes (UOs) (in cognitive domain)
- List various natural resources.
- Describe Renewable, Nonrenewable and Cyclic resources.
- State the causes and effects of depletion of resources.
- State advantages and disadvantages of forms of energy.
- Select appropriate solutions of efficient use of energy.
- State the impacts of overuse of natural resources.
Topics and Sub-topics
- Natural Resources – Forest Resources, Water Resources, Energy Resources, Land resources, Mineral resources.
- Renewable, Non-renewable and Cyclic Resources.
- Causes and effects of depletion of resources.
- Energy forms (Conventional and non-conventional)
- Present global energy use and future demands.
- Energy conservation.
- Over use of natural resources and its impacts on environment.
Unit 3
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Unit 4
Environmental Pollution
Total Teaching Hours – 16
Distribution of Theory Marks
R Level – 08
U Level – 08
A Level – 04
Total Marks – 20
Unit Outcomes (UOs) (in cognitive domain)
- Define pollution.
- State the sources of pollution.
- State the effects of land pollution on environment and lives.
- State various units and their functions of water treatment plant.
- State the needs of water conservation.
- State the impacts of sewage.
- State various units and their functions of sewage treatment plant.
- State sources and effects of air pollution.
- Describe various methods to prevent air pollution.
- State sources and effects of noise pollution.
- Describe preventive measures for noise pollution.
- State characteristics of solid waste. 4m. State the impacts of solid waste.
- Describe incineration, RDF and sanitary landfilling.
- State the standards limiting/controlling values of various types of pollution.
Topics and Sub-topics
- Definition of pollution, types- Natural & Artificial (Man- made)
- Soil / Land Pollution – Causes and effects on environment and lives , preventive measures.
- Water Pollution – Sources of water (surface and sub surface), sources of water pollution, effects on environment and lives preventive measures, BIS water quality standards, flow diagram of water treatment plant, Water conservation.
- Wastewater – Generation(domestic and industrial), Impacts, flow diagram of sewage treatment plant, CPCB norms of sewage discharge.
- Air pollution – Causes, effects, prevention, Ambient air quality standards.
- Noise pollution – Sources, effects, prevention, noise levels at various zones of the city.
- Municipal Solid Waste, Bio-medical waste and E-waste – Sources, generation, characteristics, effects, and methods to manage.
Unit 5
Social Issues and Environmental Education
Total Teaching Hours – 08
Distribution of Theory Marks
R Level – 04
U Level – 04
A Level – 04
Total Marks – 12
Unit Outcomes (UOs) (in cognitive domain)
- Elaborate article 48-A and 51-A-g
- Enlist various acts on environment and its provisions.
- State the roles and responsibilities of CPCB.
- Define sustainable development, and EIA.
- Describe rain water harvesting and groundwater recharge.
- Differentiate between formal and non formal education.
Topics and Sub-topics
- Article 48-A and 51-A-g of Indian Constitution regarding environment, Environmental protection and prevention acts, CPCB and MPCB norms and responsibilities, The role of NGOs.
- Concept of sustainable development, EIA and environmental morality.
- Management Measures – Rain Water harvesting, Ground water recharge, Green Belt Development, Use of Renewable energy, water shed management, interlinking of rivers.
- Role of information technology in environment and human health.
Note: To attain the COs and competency, above listed UOs need to be undertaken to achieve the Application Level and above of Blooms Cognitive Domain Taxonomy
Note:
Legends: R=Remember, U=Understand, A=Apply and above (Blooms Revised taxonomy) Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and assess students with respect to attainment of UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary from above table.
Suggested Student Activities:
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Suggested Special Instructional Strategies:
These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:
- Massive open online courses (MOOCs) may be used to teach various topics/sub topics.
- L in item No. 4 does not mean only the traditional lecture method, but different types of teaching methods and media that are to be employed to develop the outcomes.
- About 15-20% of the topics/sub-topics which is relatively simpler or descriptive in nature is to be given to the students for self-directed learning and assess the development of the COs through classroom presentations (see implementation guideline for details).
- With respect to item No. 10, teachers need to ensure to create opportunities and provisions for co-curricular activities.
- Guide students in undertaking micro-projects.
- Use proper equivalent analogy to explain different concepts.
- Use Flash/Animations to explain various topics.
Suggested Micro-Projects
Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project are group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three.
The micro-project could be industry application based, internet-based, workshopbased, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs.
A suggestive list of micro-projects are given here. Similar micro-projects could be added by the concerned faculty:
- Prepare a report on visit to PUC Center.
- Visit a near by RO plant and prepare detail technical report.
- Prepare report on Household water filtration unit
- Prepare a list of polluted natural resources which are responsible for pollution and collect information on how to manage them .
- Collection of Data from Hospital: Collect everyday information on percentage of solid hazardous and toxic waste for two month
- Visit of Municipal Effluent Treatment Plant: Visit effluent treatment plant and prepare report on waste management.
- Visit of Water Treatment Plant: Visit water treatment plant and prepare report on various units of water treatment and its management.
- Preparation of report: Prepare the chart of solid waste management showing effects on environment.
- And any other relevant topic related to course
Suggested Learning Resources:
For the complete Syllabus, results, class timetable, and many other features kindly download the iStudy App
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Software/Learning Websites:
- www.eco-prayer.org
- www.teriin.org
- www.cpcb.nic.in
- www.indiaenvironmentportal.org.in
- www.whatis.techtarget.com
- www.sustainabledevelopment.un.org
- www.conserve-energy-future.com
For detail Syllabus of all other subjects of Computer Technology, I – scheme do visit Computer Technology 5th Sem Syllabus for I – scheme.
For all Computer Technology results, visit MSBTE Computer Technology all semester results direct links.