GUJARAT TECHNOLOGICAL UNIVERSITY (GTU)

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Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021)

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I - Semester

Course Title: Environment and Sustainability (Course Code: 4300003)

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1. RATIONALE

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For a country to progress, sustainable development is one of the key factors. Environment conservation and hazard management is of much importance to every citizen of India. Considerable amount of energy is being wasted. Energy saved is energy produced. Environmental pollution is on the rise due to rampant industrial mismanagement and indiscipline. Renewable energy is one of the answers to the energy crisis and also to reduce environmental pollution. Therefore this course has been designed to develop a general awareness of these and related issues so that the every student will start acting as a responsible citizen to make the country and the world a better place to live in.

2. COMPETENCY

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The purpose of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

•  Adopt the sustainable practices to resolve the environment related issues.

3. COURSE OUTCOMES (Cos)

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The practical exercises, the underpinning knowledge and the relevant soft skills associated with this competency are to be developed in the student to display the following COs:

• a) Adopt relevant ecofriendly product in the given situation to protect ecosystem
• b) use relevant method of pollution reduction in the given situation
• c) Use of renewable resources of energy for sustainable development
• d) Use the relevant techniques in given context to reduce impact due to climate change Use relevant laws and policies for developing the sustainable environmental development

4. TEACHING AND EXAMINATION SCHEME

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• (*): Out of 30 marks under the theory CA, 10 marks are for assessment of the microproject to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessing the attainment of the cognitive domain UOs required for the attainment of the COs .

Legends: L -Lecture; T - Tutorial/Teacher Guided Theory Practice; P -Practical; C -Credit, CA - Continuous Assessment; ESE -End Semester Examination.

5. SUGGESTED PRACTICAL EXERCISES - Not Applicable

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The following practical outcomes (PrOs) that are the sub-components of the COs. Some of the PrOs marked ‘*’ are compulsory, as they are crucial for that particular CO at the ‘Precision Level’ of Dave’s Taxonomy related to ‘Psychomotor Domain’ .

Note

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• i. More Practical Exercises can be designed and offered by the respective course teacher to develop the industry relevant skills/outcomes to match the COs. The above table is only a suggestive list .
• ii. The following are some sample ‘Process’ and ‘Product’ related skills (more may be added/deleted depending on the course) that occur in the above listed Practical Exercises of this course required which are embedded in the COs and ultimately the competency..

6. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED - (Not Applicable)

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These major equipment with broad specifications for the PrOs is a guide to procure them by the administrators to usher in uniformity of practicals in all institutions across the state.

7. AFFECTIVE DOMAIN OUTCOMES

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The following sample Affective Domain Outcomes (ADOs) are embedded in many of the above mentioned COs and PrOs. More could be added to fulfil the development of this competency.

• a) Work as a leader/a team member.
• b) Follow ethical practices.
• c) Practice environmental friendly methods and processes. (Environment related)

The ADOs are best developed through the laboratory/field based exercises. Moreover, the level of achievement of the ADOs according to Krathwohl’s ‘Affective Domain Taxonomy’ should gradually increase as planned below:

• i. ‘Valuing Level’ in 1 st year
• ii. ‘Organization Level’ in 2 nd year.
• iii. ‘Characterization Level’ in 3 rd year.

8. UNDERPINNING THEORY

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Only the major Underpinning Theory is formulated as higher level UOs of Revised Bloom’s taxonomy in order development of the COs and competency is not missed out by the students and teachers. If required, more such higher level UOs could be included by the course teacher to focus on attainment of COs and competency.

Note : The UOs need to be formulated at the ‘Application Level’ and above of Revised Bloom’s Taxonomy’ to accelerate the attainment of the COs and the competency.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN

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Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom’s taxonomy) Note : This specification table provides general guidelines to assist student for their learning and to teachers to teach and question paper designers/setters to formulate test items/questions assess the attainment of the UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary slightly from above table.

10. SUGGESTED STUDENT ACTIVITIES

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Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student’s) portfolio which will be useful for their placement interviews:

• a) Prepare specification of some renewable sources of energy.
• b) Undertake micro-projects in teams
• c) Give seminar on any relevant topic.
• d) Undertake a market survey of different green materials.
• e) Prepare showcase portfolios.
• f) Prepare report on various issues related to environment and sustainable development
• g) Publish a research paper on themes related to environment and sustainable development.
• h) Compare the pollution (water, air and noise) data of various cities with standard values as laid by pollution control board.
• i) Undertake some small mini projects on various issues related to environment and sustainable development.
• j) Submit a report on visit to an energy park
• k) Prepare power point on clean and green technologies
• l) Submit a report on visit to garbage disposal system in your city/town.
• m) Submit a report on analysis of the life cycle of any one or two eco-friendly product/s.
• n) Calculate ecological footprint using various calculator available on web with a report recommending ways and means to reduce ecological footprint.
• o) Give seminar on relevant topic.
• p) Undertake micro-projects.

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

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These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

• a) Massive open online courses ( MOOCs ) may be used to teach various topics/sub topics.

• b) Guide student(s) in undertaking micro-projects.

• c) ‘L’ in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes.

• d) About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature is to be given to the students for self-learning , but to be assessed using different assessment methods.

• e) With respect to section No.10 , teachers need to ensure to create opportunities and provisions for co-curricular activities .

f) Guide students on how to address issues on environment and sustainability

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• g) Guide students for using data manuals.
• h) Guide students for using data manuals.
• i) Arrange visit to nearby industries and workshops for understanding various sources of pollution.
• j) Use video/animation films to explain various processes related to environment and sustainable development
• k) Use different instructional strategies in classroom teaching.
• l) Write the report on properties of various eco-friendly construction materials like Stone, aggregate of different sizes, timber, lime, bitumen, Bricks, tiles, precast concrete products, Water proofing material, Termite proofing material, Thermal insulating material, plaster of Paris, paints, distemper, and varnishes.
• m) Display various technical brochures of recent projects/themes related to environment and sustainable development
• n) Visit the Pollution control board office and its various projects to demonstrate the various practices adopted for control of Pollution

12. SUGGESTED MICRO-PROJECTS

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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, workshop based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, 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 is given here. This has to match the competency and the COs. Similar micro-projects could be added by the concerned course teacher:

• a) Natural cycles : Build a Chart showing different natural cycles like Carbon, Nitrogen,Sulphur and phosphorus cycle.)

• b) Solar Energy: Build a model of Solar water heater/Solar cooker

• c) Wind energy: Build a model of wind mill

• d) Best out of waste : Build useful items from waste materials like used plastic bottles, discarded pens etc.

• e) Compare the pollution (water, air and noise) data of various cities with standard values as laid by pollution control board.

• f) Surf different websites related environment and sustainable development, Pollution control.

• g) Prepare energy audit report of any residential building.

• h) Collect relevant information about the software used in pollution control.

• o) Visit to ongoing project and study various aspects related to environment and sustainable development

13. SUGGESTED LEARNING RESOURCES

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14. SOFTWARE/LEARNING WEBSITES

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• a) www.nptel.iitm.ac.in
• b) www.khanacademy
• c) http://www1.eere.energy.gov/wind/wind_animation.html
• d) http://www.nrel.gov/learning/re_solar.html
• e) http://www.nrel.gov/learning/re_biomass.html
• f) http://www.mnre.gov.in/schemes/grid-connected/biomass-powercogen/
• g) http://www.epa.gov/climatestudents/
• h) http://www.climatecentral.org
• i) http://www.envis.nic.in/
• j) https://www.overshootday.org/
• k) http://www.footprintcalculator.org/
• l) https://www.carbonfootprint.com/calculator.aspx

15. PO-COMPETENCY-CO MAPPING

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Legend: ’ 3’ for high, ’ 2 ’ for medium, ‘1’ for low or ‘-’ for the relevant correlation of each competency, CO, with PO/ PSO

16. COURSE CURRICULUM DEVELOPMENT COMMITTEE

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GTU Resource Persons

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NITTTR Resource Persons

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