Department of Education
Faculty of Social Sciences & Humanities
HAMDARD UNIVERSITY
COURSE OUTLINE
COURSE INFORMATION
Course Title
Course Code
Credit Hours
Pre-requisite
Type of Course
Semester
Introduction to Environmental Studies
03 (48 hours)
Nil
Compulsory
Spring-2022
COURSE SUPERVISOR & COORDINATOR
Supervisor’s Name
Ms. Naina Hassan ALi
Contact Details
Email: naina.ali@hamdard.edu.pk
Office Hours: 08:30 AM – 4:30 PM
Coordinator’s Name
Dr. Fayyaz Ahmed Shaheen
Contact Details
Email: fayyaz.shaheen@hamdard.edu.pk
Office Hours: 08:30 AM – 4:30 PM
Course Description
In the last few decades “environment” has become a buzz word. A basic understanding
of this term has become necessary in every field of life. Therefore, this course is
designed for non-environmental science students keeping in view their diverse
background of science and non- science subjects. This course only provides a basic
understanding of the environment around us which is necessary to understand the
environmental problems we face in our everyday life. This course is designed to
provide a basic understanding of the environment, its components and its processes.
The course will also provide a brief history and background of the environmental
movements.
The course is designed to demonstrate knowledge and understanding of the
environmental pollution, its causes and impact on human beings and ecosystem.
Course will take a multidisciplinary approach and will cover contemporary
environmental problems. Course will be beneficial in general to all students but
particularly for students of economics, sociology, communication studies,
management sciences and law due to wide scale application of these concepts in these
fields.
The course will provide an introduction to a range of "global environmental
challenges" facing humanity. It will provide the necessary background to
understanding the policies, politics, governance and ethics, and decision-making
processes that underpin the causes of, and responses to, environmental change. It will
include an appreciation of the social construction of the term global environmental
challenges and the implications of this.
Course Objectives
The course will enable learners to:
1.
2.
Provide students with a basic understanding of the environment, its
components and processes.
Develop student capabilities to understand the man-environment interaction
and ways human can impact environment.
Learning Outcomes
By the end of this course, students will be able to:
3.
4.
5.
6.
Provide an introduction of human attitude towards environment and how it has
changed overtime.
Overview of the pollution; its causes and impacts.
Understanding of the role of human activities in causing environmental
pollution.
Outline of the factors including physic-chemical, biological and socioeconomic which contribute to accelerate or de-accelerate the rate of pollution.
Teaching Methodology
Teaching at Hamdard University is learner oriented. Students are involved in lectures, assigned
readings, reference readings, exercises, case studies, presentations, and class discussions. In the
same way, grading tends to focus on the students’ overall performance and participation in the
classroom activities.
COURSE CONTENTS
Course Plan
Week/Session
1
Session Contents
Unit No. 1: Environment
1.1 Definition
1.2 Concept
1.3 Type of environment system
1.4 scope of environmental studies
Assessment
2
3
4
5
6
7
8
9
10
11
12
13
14
Unit No. 2: Ecosystem
2.1. Definition
2.2. Its component
2.3. material and energy flow in an ecosystem
2.4. Terrestrial and aquatic ecosystems
2.5. Biomes and their distribution
Unit No. 3: Atmosphere
3.1 composition
3.2. air pollution causes and its impacts
Unit No. 4: Hydrosphere
4.1 water distribution on earth
4.2 water quality and quantity problems
Unit No. 5: Lithosphere
5.1 earth structure
Assignment#1
5.2 soil resources
5.3. pollution and problem
Unit No.6: Human population and resource use
6.1 Human attitude towards environment
6.2. History and background
Mid Term Examination
Unit No. 7: Environmental Pollution
7.1 Concept, history and background
7.2 Pollution sources and types
7.3 point and non-point sources
Unit No. 8: Air pollution
8.1 sources,
8.2 types of pollutants
8.3 sources and fate
8.4 impacts on human health and on environment
Unit No. 9: Water pollution
9.1 water quality and quantity problems
9.2 sources
9.3 types of pollutants
9.4 sources and fate
9.5. impacts on human health and on environment
9.6 Solid Waste
9.7 Toxic chemicals in environment
9.8 Approaches to manage environmental pollution
Unit No. 10: Global Environmental Problems
10.1 Ozone Depletion
10.2 history, science, world response
Unit No. 11: Climate change
11.1. a myth or reality,
11.2. Conflicting Theories
Assignment#2
11.3 Climate change scientific basis, its impacts,
world response
11.4. Climate change politics.
11.5. Acid Rain
11.6 Human Population and sustainability,
International environmental laws.
Assignment/Presentation
Final Examination
15
16
Marks Distribution
Assessment Methods
Assignments
Quizzes
Project + Presentation
Midterm Examination
Final Examination
Total
Weightage
10%
10%
10%
30%
40%
100%
Grading System
The University follows absolute grading system as per HEC guidelines:
Percentage Letter Grades Grade Points
85 and above
A
4.00
80-84
A
3.66
+
75-79
B
3.33
71-74
B
3.00
68-70
B
2.66
+
64-67
C
2.33
61-63
C
2.00
58-60
C
1.66
+
54-57
D
1.33
50-53
D
1.00
Below 50
F
0.00
Incomplete
I
Withdrawal
W
Attendance Policy
Students are expected to attend their classes. Absence never exempts a student from the work
required for satisfactory completion of the courses. Excessive absence during course will result
in:
1.
2.
First warning (for absence of 10% of the class hours)
Second warning (for absence of 20% of the class hours)
3.
4.
A failing grade in the course for an absence of 25% or above of the class hours (as
per HEC guidelines)
In the case of serious illness or death to an immediate family member The Dean of
faculty; subject to recommendations of HoD, has the authority for 5% relaxation in
attendance on case to case basis.
Recommended Books
1.
2.
3.
4.
5.
Environmental Science: Earth as a Living Planet, Botkin, D.B & Keller,
E.A. 9th Ed. John Wiley & Sons, 2013.
Environmental Science: systems and solutions, McKinney, M.L., Schoch,
R.M. &Yonavjak, L. 5th Ed. Jones & Bartlett Publishers, 2013
Environmental Science: Toward a Sustainable Future, Wright, R.T. &Nebel,
B.J. 10th Ed. Pearson Educational, 2007.
Environmental Science: working with the Earth.11th Ed. Miller, G., Tyler.
Cengage Learning, 2005.
Algore Documentary: “ An inconvenient Truth”
Reference Books
Environmental Science: Earth as a Living Planet, Botkin, D.B & Keller,
E.A. 9th Ed. John Wiley & Sons, 2013.
7.
Environmental Science: systems and solutions, McKinney, M.L., Schoch,
R.M. & Yonavjak, L. 5th Ed. Jones & Bartlett Publishers, 2013
8.
Environmental Science: Toward a Sustainable Future, Wright, R.T. & Nebel,
B.J. 10th Ed. Pearson Educational, 2007.
9.
Environmental Science: Earth as a Living Planet, Botkin, D.B & Keller,
E.A. 9th Ed. John Wiley & Sons, 2013.
10. Environmental Science: systems and solutions, McKinney, M.L., Schoch,
R.M. &Yonavjak, L. 5th Ed. Jones & Bartlett Publishers, 2013
11. Environmental Science: Toward a Sustainable Future, Wright, R.T. & Nebel,
B.J. 10th Ed. Pearson Educational, 2007.
12. Environmental Science: working with the Earth.11th Ed. Miller, G.,
Tyler. Cengage Learning, 2005.
Web-Resources
1. https://www.nationalgeographic.org/encyclopedia/pollution/
2. https://thebluegreenjourney.com/blog/10-major-current-environmental-problems/
3. https://www.worldwildlife.org/threats/effects-of-climate-change
4. https://www.livescience.com/22728-pollution-facts.html
5. https://www.nationalgeographic.org/encyclopedia/ecosystem/print/
6. https://www.nationalgeographic.org/encyclopedia/hydrosphere/print/
6.
Rubric for Evaluating Research Project
Elements
Aim or purpose of paper;
topic or question to be
Addressed
Analysis/Synthesis
Argumentation
Does not meet requirements
(< or = B-)
Purpose of research project is
difficult to identify, unclear or
restatement of an obvious issue.
Introduces topic that is not
related to the course objectives
Meets requirements
(B to B+)
Clearly describes the topic or
Purpose & significance of project
project seeks to answer.
are clearly identifiable,
Significance of the topic is clear. beyond stereotyped questions.
The idea of an A+ paper is highly
original, opening new arenas of
discussion related to the selected
topic.
Assumptions and approach to
interpreting and analyzing
relevant materials is
incongruent with scholarly
writing.
Points/statements often lack
supporting evidence.
Quotes may be poorly
integrated & explored.
Relies primarily on course
materials and issues covered in
class discussion.
It is unclear how the author is
making sense of the literature.
Background assumptions and
selected organizing framework
are consistent.
Effectively incorporates
examples from a reasonable
cross-section of current
literature to support key points.
Quotes are well integrated,
explored and discussed.
Demonstrates ability to explain
& critique, compare & contrast
current literature.
Uses several literature sources
beyond course readings.
Simplistic view of topic.
Little or no effort to grasp
possible alternative views.
May contain logical
contradictions.
Counter-arguments are
acknowledged, though perhaps
not addressed or explored
effectively.
There is no clear conclusion, no
attempted response to the
question or issue posed in the
purpose statement.
The thesis and its significance
are restated, emphasizing the
discovered importance,
answers, or possibilities
explored within the project.
Writing style is bland & and
disconnected.
Numerous errors in sentence
structure, grammar,
punctuation & diction
Writes in a manner that is
congruent with the quantitative
research tradition.
Sentence structure, grammar
punctuation & diction are
strong with occasional minor
errors.
Follows APA format
appropriately with few errors
Conclusion
Literary Skill
Style
Numerous errors in APA
formatting and citations.
Exceeds requirements
(A- to A+)
Clearly demonstrates ability to
write, analyze and critique
materials in a manner that
demonstrates fluid writing.
Draws upon cutting edge, current,
peer-reviewed literature in specific
areas related to the paper topic.
Excellent integration of quoted
material.
Demonstrates analytic depth and
sophistication to critique current
literature.
Clearly links literature to personal
professional experience and
proposed research project.
The analysis & critique of an A+
paper poses essential questions
about the topic that push inquiry
and understanding well beyond
readings and class discussion.
Anticipates and successfully
defuses or responds to counterarguments.
Makes novel connections to
outside material that illuminates
the project.
The research and its significance
are restated, emphasizing the
discovered importance, answers, or
possibilities explored within the
project.
Clearly proposes answer to
research questions and what are the
implications of the findings
Poses questions that push readers
toward thinking about new
understandings of the topic.
Demonstrates throughout a fluent
capacity to write in a manner that
demonstrates scholarly writing in
the quantitative research tradition.
Sentence structure, grammar
punctuation & diction are excellent
with negligible errors.
Meticulous APA format is
followed consistently.
Rubric for Evaluating Written Assignment
CATEGORY
Quality
of Content
Organization
Language
Sequencing
of
Information
Originality
Advanced
(2pts)
Thoroughly, includes
details that support the
topic
Proficient
(1.5pts)
Includes
essential
information, includes
some supporting
Details
Basic
(1pts)
Includes most
essential information,
details
are
somewhat
sketchy
Well organized and
coherent, topics are in
logical sequence,
includes
clear
introduction and
conclusions
Organized, some
topics are out of
logical
order,
conclusions are
generally clear
All grammar and
spelling are correct
Below Basic
(0.5pts)
Score
Lacks essential
Information
---/ 2
Some organization,
topics jump around,
conclusions are
unclear
Not
topics
sense
---/ 2
Only one or
two errors
More than two errors
Very frequent
grammar and/or
spelling errors
---/ 2
Communication of facts is
organized in a
comprehensible
, logical way. It is easy to
predict the type of
material that might be on
the PowerPoint.
Most information is
organized
in
a
comprehensible,
logical way.
Some
information
is
logically sequenced. An
occasional
item
of
information seems out of
place.
There is no apparent
plan
for
the
organization
of
information.
---/ 2
Assignment
shows
substantial originality and
creativity. The content
and ideas are presented in
an
exceptional
and
interesting way.
Assignment shows
some originality and
creativity
. The content and ideas
are presented in an
interesting way.
Assignment shows an effort
at
originality
and
inventiveness on 1-2 slides.
Assignment is a
repeat of other
people’s
ideas
and/or graphics and
shows very little
effort at original
thought.
organized,
make no
Total
---/ 2
---/
10
Rubric for Evaluating Oral Presentation
CATEGORY
Introduction
Closure
Body Language
Eye Contact
Pacing
&
Advanced
(2pts)
Student delivered open
and closing remarks
that capture the
attention of the
audience & set the
mood
Movements seems
fluid & helped the
audience visualize
Hold attention of
entire audience with
the use of direct eye
contact
Good use of
apportioned time
interval
Proficient
(1.5pts)
Basic
(1pts)
Below Basic
(0.5pts)
Score
Student displayed
clear introductory
or closing remarks
Student clearly used
either an introductory
or closing remarks
but not both
Student does not
display clear
introductory or
closing remarks
---/ 2
Made movements
or gestures that
enhanced
articulation
Very little movement
or descriptive
gestures
No movement or
descriptive
gestures
---/ 2
Consistent use
direct eye contact
with audience
Displays minimal eye
contact with the
audience
No eye contact
with the audience
---/ 2
Delivery is
patterned but does
not meet
Delivery is in burst
and does not meet
Delivery is either
too quick or too
slow to meet
---/ 2
Poise
Student displays
relaxed, self-confident
nature about self with
no mistakes
Voice
Use of fluid speech &
inflection maintained
the interest of
audience
Quality
of Content
Visuals
Quality of
Slides
Sequencing
of
Information
Thoroughly, includes
details that support the
topic
Visually appealing,
clean simple layout,
text is easy to read,
graphics enhance
understanding of ideas
apportioned time
interval
Made minor
mistakes but
quickly recover
from them;
displayed little or
no tension
Satisfactory use of
inflection, but did
not consistently use
fluid speech
Includes essential
information,
includes
some
supporting
Details
Visually attractive,
text is easy to read,
colors enhance
readability, graphics
and special effects
do
not distract from
understanding ideas
apportioned time
interval
apportioned time
interval
Displays mild
tension; has trouble
recovering from
mistakes
Tension and
nervousness is
obvious; has
trouble recovering
from mistakes
---/ 2
Displays some level
of inflection
throughout delivery
Consistently uses
a monotone voice
---/ 2
Includes most
essential information,
details are somewhat
sketchy
Lacks essential
Information
Text is sometimes
hard to read,
sometimes graphics
or
special effects distract
from understanding
Text
is
very
difficult
to read, layout is
cluttered and
confusing
---/ 2
---/ 2
All slides are easy to
read and free of
spelling
and
grammatical
errors.
Slide
transitions,
animations,
and
graphics are used
appropriately.
Most slides are easy
to read and free of
spelling
and
grammatical errors.
Slide
transitions,
animations,
and
graphics are used
appropriately.
Some
slides
are
difficult to read.
Spelling
and
grammatical errors
are evident.
Slide
transitions,
animations,
and
graphics
are
distracting or not
used.
Many slides are
difficult to read.
Numerous spelling
and grammatical
errors.
Slide
transitions,
animations
and
graphics
are
distracting or not
used.
---/ 2
Communication
of
facts is organized in a
comprehensible
, logical way. It is easy
to predict the type of
material that might be
on the PowerPoint.
Most information is
organized in a
comprehensible,
logical way.
Some information is
logically sequenced.
An occasional item of
information
seems
out of place.
There
is
no
apparent plan for
the organization of
information.
---/ 2
Total
---/ 20
Rubric for Classwork/Teamwork
CATEGORY
Focus on the task
Work Habits
Advanced
(2pts)
Stays on task all of
the time without
reminders. A true
team member who
works hard and
helps others in the
group.
Proficient
(1.5pts)
Stays on task most
of the time. Group
members can count
on this person. A
strong
group
member who tries
hard!
Is on time for
meetings, turns in
all work when it is
due.
Completes
Usually on time for
meetings, turns in
most work when it
is due.
Basic
(1pts)
Stays on task some
of the time. Group
members
must
sometimes remind
this person to do the
work. Sometimes
an active group
member, but needs
to try harder.
Sometimes late for
meetings,
often
turns in work late.
Does not follow
Below Basic
(0.5pts)
Hardly ever stays
on task.
Let’s
others do the work.
Sometimes chooses
not to help out, and
does not complete
tasks.
Late for all or most
meetings, and late
turning in work.
Does not complete
Score
------/ 2
------/ 2
Listening,
Questioning and
Discussing
Research and
InformationSharing
Group/Partner
Teamwork
assigned tasks and
does not depend on
others to do the
work.
Completes
most
assigned tasks.
through on most
tasks
and
sometimes counts
on others to do the
work
Has
trouble
listening
with
respect, and takes
over
discussions
without
letting
other people have a
turn.
Respectfully
listens, discusses,
asks questions and
helps direct the
group in solving
problems.
Respectfully
listens, discusses
and asks questions.
Gathers
information
and
shares useful ideas
for discussions. All
information fits the
group’s goals
Works to complete
all group goals.
Always
has
a
positive
attitude
about the task(s)
and the work of
others. All team
members
contributed equally
to the finished
project. Performed
all
duties
of
assigned team role
and
contributed
knowledge,
opinions, and skills
to share with the
team. Always did
the assigned work.
Usually provides
useful information
and
ideas
for
discussion.
Sometimes
provides
useful
information
and
ideas
for
discussion.
Usually helps to
complete
group
goals. Usually has a
positive
attitude
about the task(s)
and the work of
others.
Assisted
group/partner in the
finished
project.
Performed nearly
all
duties
of
assigned team role
and
contributed
knowledge,
opinions, and skills
to share with the
team. Completed
most
of
the
assigned work.
Occasionally helps
to complete group
goals. Sometimes
makes fun of the
task(s) or the work
of other group
members. Finished
individual task but
did
not
assist
group/partner
during the project.
Performed a few
duties of assigned
team role and
contributed a small
amount
of
knowledge,
opinions, and skills
to share with the
team. Completed
some
of
the
assigned work.
tasks. Depends on
others to do all of
the work.
Does not listen with
respect, argues with
teammates,
and
does not consider
other ideas. Blocks
group
from
reaching
agreement.
Almost
never
provides
useful
information
or
ideas
for
discussion.
Does not work well
with others and
shows no interest in
completing group
goals. Often makes
fun of others’ work
and has a negative
attitude.
Contributed little to
the group effort
during the project.
Did not perform
any
duties
of
assigned team role
and
did
not
contribute
knowledge,
opinions or skills to
share with the team.
Relied on others to
do the work.
Total
------/ 2
------/ 2
------/ 2
------/ 10