ENVIRONMENTAL

SCIENCE

Subrat Roy

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(ii)
 Acknowledgement

T he author is grateful to AICTE for their meticulous planning and execution to publish
the technical book for Diploma students.
I sincerely acknowledge the valuable contributions of the reviewer of the book
Prof. S P Mishra, for making it students’ friendly and giving a better shape in an artistic
manner.
This book is an outcome of various suggestions of AICTE members, experts and
authors who shared their opinion and thoughts to further develop the engineering
education in our country.
It is also with great honour that I state that this book is aligned to the AICTE Model
Curriculum and in line with the guidelines of National Education Policy (NEP)-2020.
Towards promoting education in regional languages, this book is being translated in
scheduled Indian regional languages.
Acknowledgements are due to the contributors and different workers in this field
whose published books, review articles, papers, photographs, footnotes, references and
other valuable information enriched us at the time of writing the book.
Finally, I like to express my sincere thanks to the publishing house, M/s. Khanna
Book Publishing Company Private Limited, New Delhi, whose entire team was always
ready to cooperate on all the aspects of publishing to make it a wonderful experience.

Subrat Roy

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 Preface
The book titled “Environmental Science” is an outcome of our experience in the area of
environmental engineering & science. The very purpose of writing this book is to develop
basic concept of environmental science in the diploma students as well as enable them
to get insight into the subject. Keeping in mind the purpose of wide coverage as well as to
provide essential supplementary information, we have included the topics recommended
by AICTE, in a very systematic and orderly manner throughout the book. Efforts have
been made to explain the fundamental concepts of the subject in the simplest possible
way.
During the process of preparation of the manuscript, I have considered the
various standard text books and accordingly, developed sections like subjective and
multiple choice questions etc. While preparing the different sections emphasis has
also been given on the basic concepts of all the topics. All the topics are supported with
relevant photographs to help students understanding the topic in a better way. There are
total four units in the book. First unit deals with the ecosystem, second unit is about air
and noise pollution, third unit discuss about renewable sources of energy and the fourth
topic focuses on solid waste management, ISO 14000 & environmental management. It is
important to note that in all the units, we have included the relevant websites and a list of
reference books.
The present book on “Environmental Science” is meant to provide a thorough grounding
on the topics covered. This part of the environmental science will prepare students to apply the
concept of various topics covered in the book to tackle the environmental challenges imposed in
21st century and address the related aroused questions. The subject matters are presented in a
constructive manner which will certainly help students to guide society to maintain a pollution
free eco-system.
I sincerely hope that the book will inspire the students to learn and discuss the
basic concepts of environmental science and will surely contribute to the development
of a solid foundation of the subject. I welcome all beneficial comments and suggestions
which will contribute to the improvement of the future editions of the book. It gives me
immense pleasure to place this book in the hands of the teachers and students. It was
indeed an immense pleasure to work on different aspects covered in the book.

Subrat Roy
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 Outcome Based Education

For the implementation of an outcome based education the first requirement is to

develop an outcome based curriculum and incorporate an outcome based assessment in
the education system. By going through outcome based assessments, evaluators will be
able to evaluate whether the students have achieved the outlined standard, specific and
measurable outcomes. With the proper incorporation of outcome based education there
will be a definite commitment to achieve a minimum standard for all learners without
giving up at any level. At the end of the programme running with the aid of outcome
based education, a student will be able to arrive at the following outcomes (as per NBA
guidelines):
PO-1: Basic and Discipline specific knowledge: Apply knowledge of basic mathematics,
science and engineering fundamentals and engineering specialization to solve
the engineering problems.
PO-2: Problem analysis: Identify and analyse well-defined engineering problems using
codified standard methods.
PO-3: Design/ development of solutions: Design solutions for well-defined technical
problems and assist with the design of systems components or processes to meet
specified needs.
PO-4: Engineering Tools, Experimentation and Testing: Apply modern engineering
tools and appropriate technique to conduct standard tests and measurements.
PO-5: Engineering practices for society, sustainability and environment: Apply
appropriate technology in context of society, sustainability, environment and
ethical practices.
PO-6: Project Management: Use engineering management principles individually, as a
team member or a leader to manage projects and effectively communicate about
well-defined engineering activities.
PO-7: Life-long learning: Ability to analyse individual needs and engage in updating in
the context of technological changes.

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 Course Outcomes

After the completion of the course the students will be able to:
CO-1: Analyse real life problems associated with the ecosystem.
CO-2: Explain various types of pollution sources and its effect.
CO-3: Apply various types of pollution control mechanism to curb environmental
pollution.
CO-4: Explain various sources of renewable energy and process of harnessing.
CO-5: Explain solid waste management, ISO 14000 & Environmental management.

Expected Mapping with Programme Outcomes

Course (1- Weak Correlation; 2- Medium correlation; 3- Strong Correlation)
Outcomes
PO-1 PO-2 PO-3 PO-4 PO-5 PO-6 PO-7
CO-1 3 3 - - 3 - 2
CO-2 3 - - 1 3 - 2
CO-3 3 1 - 2 3 1 2
CO-4 3 - - 2 3 1 2
CO-5 3 - - - 3 - 2

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 Abbreviations and Symbols

List of Abbreviations

General Terms
Abbreviations Full form Abbreviations Full form
Ag Argentum/Silver CFC Chloroflurocarbon
As Arsenic CO Course Outcome
ATP Adenosine Triphosphate DNA Dioxy-rhibo-nucleic acid
Au Aurum/Gold HC Hydrocarbons
C Carbon Hg Hydragyrum/Mercury
CO Carbon Monoxide Mo Molybdenum
CO2 Carbon Dioxide MSW Municipal Solid Waste
CH4 Methane Ni Nickel
Co Cobalt Pb Plumbum/Lead
Cr Chromium UV Ultraviolet
Cu Cuprum/Copper VoCs Volatile Organic Carbon
Units Used
Abbreviations Full form Abbreviations Full form
cm Centimetre mm Millimetre
µm Micrometer dB Decibels
µN/m 2
Micro Newon/meter square Hz Hertz
GW Gigawatt KW Kilowatt
MW Megawatt TW Terawatt

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 List of Photographs and Figures

Unit 1 Ecosystem

List of Photographs:
Photograph 1.1: Ecosystem
Photograph 1.2: Ecosystem
Photograph 1.3: Aquatic Ecosystem
Photograph 1.4: Lentic and Lotic Ecosystem
Photograph 1.5: Terrestrial Ecosystem
Photograph 1.6: Biotic Components
Photograph 1.7: Biotic and Abiotic Components
Photograph 1.8: Food Chain
Photograph 1.9: Food Web
Photograph 1.10: Carbon Cycle
Photograph 1.11: Nitrogen Cycle
Photograph 1.12: Sulphur Cycle
Photograph 1.13: Phosphorous Cycle

Unit 2 Air and Noise Pollution

List of Photographs:
Photograph 2.1: Types of pollution
Photograph 2.2: Pollutants
Photograph 2.3: Sources of Air Pollution
Photograph 2.4: Natural Sources of Air pollution
Photograph 2.5: Manmade Sources of Air pollution
Photograph 2.6: Catalytic converter
Photograph 2.7: Sources of Noise Pollution

List of Figures:
Fig. 2.1: Typical Shaker Bag Filters
Fig. 2.2: Typical Reverse air bag filter
Fig. 2.3: Typical pulse jet bag filters

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 Fig. 2.4: Typical cyclone separators
Fig. 2.5: Packed bed counter flow scrubber
Fig. 2.6: A schematic diagram of catalytic converter

Unit 3 Renewable Sources of Energy

List of Photographs:
Photograph 3.1: Uses of Solar Energy
Photograph 3.2: Flat Plate Collector and Its Working Principle
Photograph 3.3: Schematic of Solar Pond
Photograph 3.4: Solar Dryer
Photograph 3.5: Solar Stills
Photograph 3.6: Sources of Biomass
Photograph 3.7: Utilization of Biogas
Photograph 3.8: Wind Energy (Windmills)
Photograph 3.9: Wind Energy in India
Photograph 3.10: Hydrogen Energy
Photograph 3.11: Geothermal Energy

List of Figures:
Fig. 3.1: Solar Water Heater

Unit 4 Solid Waste Management, ISO 14000 and Environmental

Management

List of Photographs:
Photograph 4.1: Solid Waste Generation
Photograph 4.2: Biodegradable and Non- biodegradable Solid Waste
Photograph 4.3: e-wastes
Photograph 4.4: Biomedical Waste
Photograph 4.5: Infectious Waste
Photograph 4.6: Non-metallic Waste
Photograph 4.7: Collection and Disposal of Solid Waste
Photograph 4.8: Hazardous Waste
Photograph 4.9: Concepts of Carbon Credit and Carbon Footprint

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 Guidelines for Teachers
To implement Outcome Based Education (OBE) knowledge level and skill set of the
students should be enhanced. Teachers should take a major responsibility for the proper
implementation of OBE. Some of the responsibilities (not limited to) for the teachers in
OBE system may be as follows:
• Within reasonable constraint, they should manipulate time to the best advantage
of all students.
• They should assess the students only upon certain defined criterion without
considering any other potential ineligibility to discriminate them.
• They should try to grow the learning abilities of the students to a certain level
before they leave the institute.
• They should try to ensure that all the students are equipped with the quality
knowledge as well as competence after they finish their education.
• They should always encourage the students to develop their ultimate performance
capabilities.
• They should facilitate and encourage group work and team work to consolidate
newer approach.
• They should follow Blooms taxonomy in every part of the assessment.

Bloom’s Taxonomy

Teacher should Student should be Possible Mode of

Level Check able to Assessment
Students ability to
Creating Design or Create Mini project
create
Students ability to
Evaluating Argue or Defend Assignment
Justify
Students ability to Differentiate or Project/Lab
Analysing
distinguish Distinguish Methodology
Students ability to use Operate or Technical Presentation/
Applying
information Demonstrate Demonstration
Students ability to
Understanding Explain or Classify Presentation/Seminar
explain the ideas
Students ability to
Remembering Define or Recall Quiz
recall (or remember)

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 Guidelines for Students
Students should take equal responsibility for implementing the OBE. Some of the
responsibilities (not limited to) for the students in OBE system are as follows:
• Students should be well aware of each UO before the start of a unit in each and
every course.
• Students should be well aware of each CO before the start of the course.
• Students should be well aware of each PO before the start of the programme.
• Students should think critically and reasonably with proper reflection and action.
• Learning of the students should be connected and integrated with practical and
real life consequences.
• Students should be well aware of their competency at every level of OBE.

(xvi)
 Contents

Foreword  iii
Acknowledgment v
Preface  vii
Outcome Based Education ix
Course Outcomes xi
Abbreviations and Symbols xii
List of Photographs and Figures xiii
Guidelines for Teachers xv
Guidelines for Students xvi

Unit 1: Ecosystem 1-23

Unit specifics 1
Rationale 1
Pre-requisites 2
Unit outcomes 2
1.1 Introduction 3
1.2 Aquatic and terrestrial ecosystem 4
1.2.1 Natural ecosystem 4
1.2.2 Artificial ecosystems 7
1.3 Structure of ecosystem 7
1.3.1 Biotic (living) components 7
1.3.2 Abiotic (non-living) components 9
1.4 Food chain and food web 10
1.4.1 Food Chain 10
1.4.2 Food Web 11
1.5 Carbon, Nitrogen, Sulphur, Phosphorus cycle 12
1.5.1 Carbon Cycle 12
1.5.2 Nitrogen Cycle 13
1.5.3 Sulphur Cycle 15
1.5.4 Phosphorus Cycle 16
1.6 Global Warming 17
1.6.1 Ozone Depletion 18
1.7 Unit Summary 19
1.8 Interesting Facts 20

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1.9 Innovative Activities 21
1.10 Exercises 21
1.11 Suggested Learning Resources 22
a) Reference Books 22
b) Open source software and website 22
c) Video Resources 22

Unit 2: Air and Noise Pollution 23-44

Unit specifics 23
Rationale 23
Pre-requisites 24
Unit outcomes 24
2.1 Introduction 25
2.2 Definition of pollution and pollutant 25
2.2.1 Natural and manmade sources of air pollution 28
2.3 Air Pollutants 29
2.3.1 Particulate pollutant 30
2.4 Gaseous Pollution Control 34
2.4.1 Absorber 34
2.4.2 Catalytic converter 35
2.4.3 Effects of air pollution due to Refrigerants, I.C., Boiler 36
2.5 Noise pollution 37
2.5.1 Sources of noise pollution 37
2.5.2 Measurement of noise pollution level 38
2.5.3 Effects of Noise pollution 38
2.5.4 Noise pollution (Regulation and Control) Rules, 2000 39
2.6 Unit Summary 40
2.7 Innovative Activities 41
2.8 Interesting Facts 42
2.9 Exercises 42
2.10 Suggested Learning Resources 44
a) Reference Books 44
b) Open source software and website 44
c) Video Resources 44

Unit 3: Renewable sources of Energy 45-72

Unit specifics 45
Rationale 45

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Pre-requisites 46
Unit outcomes 46
3.1 Introduction 47
3.2 Solar Energy 47
3.2.1 Flat Plate Collector (liquid and air) 48
3.2.2 Theory of flat plate collector 48
3.2.3 Importance of coating and Advanced collector 49
3.2.4 Solar pond, Solar water heater, Solar dryer and Solar stills 49
3.3 Biomass 53
3.3.1 Thermal characteristics of biomass as fuel 54
3.3.2 Anaerobic digestion 55
3.3.3 Biogas production mechanism 56
3.3.4 Utilization and storage of biogas 57
3.4 Wind energy 59
3.4.1 Current status and future prospects of wind energy 59
3.4.2 Wind energy in India 60
3.4.3 Environmental benefits and problem of wind energy 62
3.5 New Energy Sources 62
3.5.1 Different types new energy sources 62
3.5.2 Applications of Hydrogen energy 63
3.5.3 Applications of Ocean energy resources 64
3.5.4 Concept, origin and power plants of geothermal energy 64
3.6 Unit Summary 66
3.7 Innovative Activities 67
3.8 Interesting Facts 68
3.9 Exercises 69
3.10 Suggested Learning Resources 71
a) Reference Books 71
b) Open source software and website 71
c) Video Resources 72

Unit 4: Solid Waste Management, ISO 14000 & Environmental Management 73-100
Unit specifics 73
Rationale 73
Pre-requisites 74
Unit outcomes 74
4.1 Introduction 75

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4.2 Solid waste generation 75
4.2.1 Sources and characteristics of Municipal solid waste 76
4.2.2 Sources and Characteristics of e-wastes 77
4.2.3 Sources and Characteristics of Biomedical waste 79
4.3 Metallic wastes and Non-Metallic wastes 80
4.3.1 Non-metallic wastes from industries 80
4.4 Collection and disposal of MSW 82
4.4.1 Collection of Municipal Solid Waste (MSW) 82
4.4.2 Disposal of Municipal Solid Waste (MSW) 83
4.4.3 3R Principles 83
4.4.4 Energy recovery 84
4.4.5 Sanitary landfill 84
4.4.6 Hazardous waste 85
4.5 Air quality act 2004 86
4.5.1 Air pollution control act 1981 87
4.5.2 The Water (Prevention and Control of Pollution) act 1974 87
4.6 Structure and role of Central and State Pollution Control Board 88
4.6.1 Organisation of Central Pollution control Board 88
4.6.2 Functions of the Central Board at the National Level 88
4.6.3 Structure and Role of State Pollution Control Board 89
4.6.4 Functions of the Central Board as State Boards for the Union Territories 89
4.7 Carbon Footprint and Carbon Credit 90
4.7.1 Concept of Carbon Credit 91
4.8 Environmental management in fabrication industry 91
4.9 ISO14000 92
4.10 Unit Summary 92
4.11 Interesting Facts 94
4.12 Innovative Activities 95
4.13 Exercises 95
4.14 Suggested Learning Resources 96
a) Reference Books 96
b) Open source software and website 97
c) Video Resources 97

Important Day Related to Environment 98

CO and PO Attainment Table 98
Index 99-100

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