Environmental Studies Syllabus PDF

e Syllabus in Environmental Studies l...

e Syllabus in Environmental Studies l Course Code : EVS101 On Course Contents: Module - I: Multidisciplinary Nature of Environmental Studies and Natural Resources Multidisciplinary Nature of Environmental Studies: Introduction, Definition and Importance of Environmental Studies, Need for Public Awareness, Sensitization and Participation. Natural Resources: (1) Types of Natural Resources, Natural Resource Conservation, Role of an ty Individual in Conservation of Natural Resources, Equitable Use of Resources for Sustainable Lifestyles. (2) Land Resources: Land as a Resource, Land Degradation, Man-induced Landslides, Soil Erosion and Desertification. (3) Forest Resources: Use and Overexploitation, Deforestation, Case Studies, Timber Extraction, Mining, Dams, and their Effects on Forests and Tribal People. (4) Water Resources: Use and Overutilization of Surface and Ground Water, Floods, Drought, Conflicts over Water, Dams – Benefits si and Problems. (5) Mineral Resources: Use and Exploitation, Environmental Effects of Extracting and Using Mineral Resources, Case Studies. (6) Food Resources: World Food Problems, Changes Caused by Agriculture and Overgrazing, Effects of Modern Agriculture, Fertilizer-Pesticide Problems, Water er Logging, Salinity, Case Studies. (7) Energy Resources: Growing Energy Needs, Renewable and Non- renewable Energy Sources, Use of Alternate Energy Sources, Case Studies. Module - II: Ecosystems iv Ecosystems: Concept of an Ecosystem, Types of Ecosystem, Structure and Function of an Ecosystem, Producers, Consumers and Decomposers, Energy Flow in the Ecosystem, Food Chains, Food Webs and Ecological Pyramids, Ecological Succession, Introduction, Types, Characteristic Features, Structure and Function of Forest Ecosystem, Grassland Ecosystem and Desert Ecosystem, Aquatic Ecosystems Un (Ponds, Streams, Lakes, Rivers and Ocean Estuaries). Module - III: Environmental Pollution Environmental Pollution: Definition, Causes, Effects and Control Measures of: (a) Air Pollution, (b) Water Pollution, (c) Soil Pollution, (d) Marine Pollution, (e) Noise Pollution, (f) Thermal Pollution, (g) Nuclear Hazards, Solid Waste Management: Causes, Effects and Control Measures of Urban and Industrial Wastes, Role of an Individual in Prevention of Pollution, Pollution – Case Studies, Disaster ity Management: Floods, Earthquakes, Cyclones and Landslides. Module - IV: Social Issues and the Environment and Human Population and the Environment Social Issues and the Environment: Environment from Unsustainable to Sustainable Development, Urban Problems Related to Energy Water Conservation, Rainwater Harvesting, Watershed m Management, Resettlement and Rehabilitation of People: Its Problems and Concerns, Case Studies, Environmental Ethics: Issues and Possible Solutions, Climate Change, Global Warming, Acid Rain, Ozone Layer Depletion, Nuclear Accidents and Holocaust, Case Studies, Wasteland Reclamation, Consumerism and Waste Products. Environment (Protection) Act, Air (Prevention and Control of )A Pollution) Act, Water (Prevention and Control of Pollution) Act, Wildlife (Protection) Act, Forest (Conservation) Act, Issues Involved in Enforcement of Environmental Legislation, Public Awareness. Human Population and the Environment: Population Growth, Variation among Nations, Population Explosion – Family Welfare Programme, Environment and Human Health, Human Rights, Value Education, HIV/AIDS, Women and Child Welfare, Role of Information Technology in Environment and (c Human Health, Case Studies. Module - V: Biodiversity e Biodiversity: Introduction – Definition: Genetic, Species and Ecosystem Diversity, Bio-geographical Classification of India, Value of Biodiversity: Consumptive Use, Productive Use, Social Use, Ethical Use, in Aesthetic Use and Option Values, Biodiversity at Global, National and Local Levels, India as a Mega- diversity Nation, Hotspots of Biodiversity, Threats to Biodiversity: Habitat Loss, Poaching of Wildlife, Man-Wildlife Conflicts, Endangered and Endemic Species of India, Conservation of Biodiversity: In-situ and Ex-situ Conservation of Biodiversity, Biological Diversity Act, 2002. l On ty si er iv Un ity m )A (c  Contents e in Module I: Multidisciplinary Nature of Environmental Studies and Natural Resources l Unit I: Multidisciplinary Nature of Environmental Studies 1 – 11 On 1.1 Introduction 1.2 Definition and Importance 1.3 Need for Public Awareness 1.4 Public Awareness 1.5 Sensitisation and Participation ty 1.6 Summary 1.7 Check Your Progress 1.8 Questions and Exercises 1.9 Key Terms 1.10 Check Your Progress: Answers 1.11 Further Reading and References si er Unit II: Natural Resources 12 – 71 2.1 Introduction iv 2.2 Forest Resources 2.3 Water Resources 2.4 Mineral Resources Un 2.5 Food Resources 2.6 Energy Resources 2.7 Land Resources 2.8 Role of an Individual in Conservation of Natural Resources 2.9 Equitable Use of Resources for Sustainable Lifestyles ity 2.10 Environmental Implications of Non-conventional Sources of Energy 2.11 Role of Government 2.12 Summary 2.13 Check Your Progress m 2.14 Questions and Exercises 2.15 Key Terms 2.16 Check Your Progress: Answers )A 2.17 Further Reading and References (c  Module II: Ecosystems e Unit III: Ecosystems 72 – 104 3.1 Introduction in 3.2 Concept of an Ecosystem 3.3 Types of Ecosystem l 3.4 Structure and Function of an Ecosystem On 3.5 Ecosystem Functioning 3.6 Food Chains and Food Webs 3.7 Ecological Pyramids 3.8 Energy Flow in an Ecosystem through Food Chain 3.9 Primary Production and Secondary Production 3.10 Ecosystem Regulation ty 3.11 Ecological Succession 3.12 Major Components of Ecosystems 3.13 Balance in Nature si 3.14 Terrestrial Ecosystems: Forests, Grasslands and Deserts 3.15 Aquatic Ecosystem: Fresh Water, Coastal Water and Marine Water er 3.16 Summary 3.17 Check Your Progress 3.18 Questions and Exercises 3.19 Key Terms iv 3.20 Check Your Progress: Answers 3.21 Further Reading and References Un Module III: Environmental Pollution Unit IV: Environmental Pollution 105 – 147 4.1 Introduction 4.2 Air Pollution ity 4.3 Sources of Air Pollution and Air Pollutants 4.4 Methods to Control Air Pollution 4.5 Acid Rain 4.6 Smog: Sulphur, Photochemical and Industrial m 4.7 The Ozone Hole 4.8 Water Pollution 4.9 Soil Pollution and Soil Conservation )A 4.10 Noise Pollution 4.11 Thermal Pollution 4.12 Marine Pollution 4.13 Nuclear Hazards (c 4.14 Solid Waste Management  4.15 Role of an Individual in Prevention of Pollution and Case Studies e 4.16 Disaster Management 4.17 Summary in 4.18 Check Your Progress 4.19 Questions and Exercises 4.20 Key Terms l On 4.21 Check Your Progress: Answers 4.22 Further Reading and References Module IV: Social Issues and the Environment and Human Population and the Environment ty Unit V: Social Issues and the Environment 148 – 195 5.1 Introduction 5.2 Indicators of Sustainable Development 5.3 Sustainable Economic Growth 5.4 Found: Dead Bodies and Ancient Mummies 5.5 The Indian Context si er 5.6 Water Conservation 5.7 Rainwater Harvesting 5.8 Watershed Management iv 5.9 Resettlement and Rehabilitation of People: Problems and Concerns 5.10 Rehabilitation Issues 5.11 Climate Change Un 5.12 Nuclear Accidents and Holocaust 5.13 Consumerism and Waste Products 5.14 Environmental Legislation 5.15 Public Environmental Awareness 5.16 Summary ity 5.17 Check Your Progress 5.18 Questions and Exercises 5.19 Key Terms 5.20 Check Your Progress: Answers m 5.21 Further Reading and References Unit VI: Human Population and the Environment 196 – 229 )A 6.1 Introduction 6.2 Population Growth 6.3 Population Characteristics and Variations among Nations 6.4 Population Explosion (c 6.5 Family Welfare Programmes 6.6 Environment and Human Health  6.7 Human Rights e 6.8 Value Education 6.9 Women and Child Welfare in 6.10 Role of Information Technology in Environment and Human Health 6.11 Summary 6.12 Check Your Progress l On 6.13 Questions and Exercises 6.14 Key Terms 6.15 Check Your Progress: Answers 6.16 Further Reading and References ty Module V: Biodiversity Unit VII: Biodiversity 230 – 264 7.1 Introduction 7.2 Value of Biodiversity 7.3 Ecological Importance 7.4 India as a Mega-diversity Nation si er 7.5 Bio-geographical Classification of India 7.6 (International Union for Conservation of Nature) Red List 7.7 Hotspots of Indian Biodiversity iv 7.8 Conservation of Biodiversity 7.9 Biological Diversity Act, 2002 7.10 Summary Un 7.11 Check Your Progress 7.12 Questions and Exercises 7.13 Key Terms 7.14 Check Your Progress: Answers 7.15 Further Reading and References ity m )A (c Multidisciplinary Nature of Environmental Studies 1 e Notes Module 1: Multidisciplinary Nature of Environmental Studies and Natural Resources lin Unit I: Multidisciplinary Nature of Environmental Studies On Structure: 1.1 Introduction 1.2 Definition and Importance 1.3 Need for Public Awareness 1.4 Public Awareness ty 1.5 Sensitisation and Participation 1.6 Summary 1.7 Check Your Progress 1.8 Questions and Exercises 1.9 1.10 1.11 Key Terms Check Your Progress: Answers Further Reading and References si er Objectives After studying this unit, you should be able to: iv Understand the multidisciplinary nature of environmental studies Describe the importance, need, scope and public awareness of environmental studies Un Write about natural resources and their consumption as well as overexploitation Explain the different types of ecosystem and energy flow 1.1 Introduction „Environment‟ is derived from the French word „Environner‟ which means to encircle ity or surround. All the biological and non-biological things surrounding an organism are thus included in environment. Hence, environment is a summation of air, water and land, interdependent amongst them and along with the humans, many different life forms and goods. Therefore, the classification specified in the Environment Protection Act, 1986 evidently shows the atmosphere comprises of entire bodily and organic surroundings m and its interactions. For orderly study of environment, one needs to have the information of several disciplines. To understand biotic components, life sciences cover. Botany, Zoology, Microbiology, Genetics, etc. Fundamental concept of Physical Sciences help in Geology, Oceanography and Atmospheric Science. Information technology helps in )A studying models. (c Amity Directorate of Distance and Online Education 2 Environmental Studies 1.2 Definition and Importance e Notes Definition lin Environment is the sum total of water, air and land interrelationships among themselves and also with the human beings, other living organisms and property. The extent of ecological lessons is far-reaching and it incorporates larger zones and features, mainly detailed under: On Natural Resources – its preservation and administration Biology and ecological variety Ecological contamination and regulation Societal matters with regards to a growing ecosystem Inhabitants and ecosystem These are some of the essential features of Ecological Lessons that are directly ty pertinent to each segment of the social order. Ecological lessons can be extremely specific, which may also focus on much more practical features like Atmosphere Sciences, Ecological Business, Ecosystem Administration, Ecological Bioengineering, etc. si We all belong to the environment; hence, the environment is important for all. No matter what occupation or the age of a person is, one shall be impacted by ecosystem and will also influence the ecosystem by their actions. Therefore, ecosystem is such a er topic which is truly universal. For instance, environment is limitless and the toxins formed at a single location can spread to many more locations. The marine contamination in our organic assets by manufacturing or civic release will extremely disturb the water life forms of flora and fauna. Harm to the woodlands in a rocky area will iv have an extensive result on the mountains and on grasslands as well. It is due to the ecosystem being a meticulous and complex intertwined link of mechanisms and purposes. Here are ecological difficulties that carry local significance and few prime Un matters like greenhouse effect, shrinking of isothermal layer, dwindling woodlands and natural assets, damage of worldwide ecological variety, etc. will impact the entire human species and one has to anticipate globally. For handling domestic ecological matters, e.g., the effects of taking out minerals or hydroelectric developments, hard waste matter administration, etc., we must contemplate and take actions domestically. To educate people and make them alert of the facets of ecosystem by which they are closely related, it is vital to teach each individual about the environment. ity Ecological lessons are imperative, as it looks after the everyday ordinary problems such as harmless and hygienic consuming water, clean surroundings, pure air, productive soil, nutritious diet and growth which is maintainable. There is a necessity for skilled workforce at each stage to handle ecological problems. Conservational rules, commercial management and ecological production are evolving as fresh profession m prospects for ecological safety and administration. With the effluence regulations and rules getting stricter, businesses are facing difficulties to discard the formed waste matter. To evade costly lawsuit, several businesses are looking to implement and develop eco-friendly machineries, that will decrease effluence. Investment in effluence )A regulation machineries will decrease contamination and demonstrate budget-friendly for sewage handling. Marketplace for effluence regulation technologies is massive and has spread worldwide. Cleansing of the sewage formed is one more probable marketplace. It is projected to be furthermore than $100 billion per year for all American companies. Germany and Japan have additional severe rules since several ages and have acquired (c extra knowledge in decreasing waste. There is still a $200 billion marketplace for Amity Directorate of Distance and Online Education Multidisciplinary Nature of Environmental Studies 3 cleansing up the previous East Germany entirely. In our nation too, the Pollution Control e Notes Boards are applying effluence regulation rules and asserting on treating the sewages to reach the given benchmarks prior to letting it out into a water body or land. Several lin companies that did not comply with the guidelines are shut down or commanded to move. It is crucial if we wish to exist in a hygienic, well, visually appealing, safe atmosphere for many centuries and desire to leave back a hygienic and harmless planet to our future generations. On 1.3 Need for Public Awareness The United Nations Conference on Environment and Development held in Rio de Janeiro in 1992, commonly recognised as „Earth Summit‟ tailed by the World Summit on Sustainable Development at Johannesburg in 2002, right after 10 years of the initial conference, has emphasised on the main problems of universal ecological fear and has involved the consideration of the common people in the direction of the degenerating ty atmosphere. Administration at its individual stage fails to attain the targets of maintainable growth till the nation‟s common people actively participate in it. Community contribution is probable only if they are made mindful of the environmental and conservation problems. Government‟s decision to prohibit the disposal of polyethylene si won‟t be fruitful till the community understands its consequences on the environment. The citizens have to be taught regarding the circumstances. If we deteriorate our atmosphere, we will cause harm to ourselves because we belong to the multifaceted link er of ecosystem, wherein each constituent is connected to one another. It is extremely imperative to teach individuals the adverse effects of poorly maintained atmosphere, sometimes which is not faced or observed till a verge is overlapped. Thus, we are perhaps trapped uninformed by a calamity. iv A Chinese saying states “If you plan for one year, plant rice; if you plan for 10 years, plant trees and if you plan for 100 years, educate people.” If we wish to handle our planet earth, we must make all individuals ecologically informed. In 1991, the Supreme Court of India published an order to execute any programmes focusing on the Un environment. This order was in answer to a Public Interest Litigation (PIL) filed by M.C. Mehta v. Union of India (1988) which encouraged the summit law court to command an order for generating ecological alertness amongst all the inhabitants of the country. Everyone discusses of the ecosystem, but very few have distinct thoughts of what actions are needed to be taken and a very few have the real knowledge or skill in this area. Sadly, ecological mindfulness movements have frequently got subjugated for ity political publicity instead of becoming an essential portion of our informative programmes in concept and in practical. “Ecology” is incorrectly understood as a “trend” by everyone, barely comprehending that it is our “realistic condition”, and our survival and safety are at a risk. Henry D. Thoreau correctly declares “What‟s the use of a beautiful house if you don‟t have a decent planet to put it on?” Although we start now, m the repair is predictable in the coming 40-50 years. The Bombay Natural History Society (BNHS), Mumbai The BNHS started as a minor group of 6 associates in 1883. It expanded from a )A small circle of shikaris and individuals from multiple occupations and statues into an imperative study organization that considerably impacts preservation rule in the nation. Its impact on environment strategy structure, study, famous journals and activities of individuals have been an exclusive characteristic of the complex societal communities. Certainly, its main influence has been in the area of environment study. It is an ancient (c Amity Directorate of Distance and Online Education 4 Environmental Studies preservation of India which is study-based NGO and one that has been at the front of e Notes the struggle for protection of breeds and ecologies. The BNHS issues a famous periodical termed as the Hornbill and also a globally lin popular periodical on Natural History. Its furthermore magazines consist of Salim Ali‟s Handbook on Birds, J.C. Daniel‟s book of Indian Reptiles, S.H. Prater‟s book of Indian Mammals and P.V. Bole‟s book on Indian Trees. The most supreme researcher out of all was Dr. Salim Ali, whose ornithological work on the birds of the Indian subcontinent is honored worldwide. Over the years, the BNHS has assisted the administration to set On environment-linked rules and has undertaken fights like the „Save the Silent Valley‟ movement. World Wide Fund for Nature-India (WWF-I), New Delhi The WWF-I was started in 1969 in Mumbai. Later on, the head office were moved to Delhi with numerous subdivision agencies throughout India. The initial years fixated ty consideration on environment teaching and mindfulness. It undertakes numerous agendas, counting in the Nature Clubs of India Movement for school kids and stands as a research institute and lobby force for ecological and progressive problems. si Center for Science and Environment (CSE), New Delhi The actions of this Center consist of managing movements, conducting workshops and meetings, and creating ecosystem linked periodicals. It has printed a main article on er the State of India‟s Environment, the primary of its type to be formed as a Citizen‟s Report on the Environment. The CSE issues a famous periodical too, Down to Earth which is a science and environment periodical. It is included in journal of substantial as books, posters, video films and organizes workshops and conferences on biodiversity related issues as well. iv 1.4 Public Awareness Un Environmental deterioration is extensive in the entire world. Hence, more systematic efforts are necessary to develop awareness and expertise about various aspects of pollution. Awareness about environment is necessary to facilitate conservation and regeneration of the environmental resources. Causes of Ignorance and Absence of Informed Opinion (a) The common people are mostly not mindful of several ecological difficulties ity since the conclusions with regards to ecological instruction seldom reaches amongst organizers and the supreme communities of the societal class. (b) People are hardly able to attend to any social issue under conditions of deprivation of basic needs. m (c) Due to migration from villages to cities, the balance between man‟s need and the environmental resources breaks down and environmental degradation becomes inevitable. (d) Our country‟s schooling organization has mainly proved unsuccessful to link )A the syllabus with actual difficulties. Exact Causes for the Unawareness in the Area of Biology and Ecosystem: (a) Syllabus in medication, production, automation, farming, finances or progression have largely proved unsuccessful to convey information of ecological concerns as a critical subject of their course. (c Amity Directorate of Distance and Online Education Multidisciplinary Nature of Environmental Studies 5 (b) Individuals who think of environmental progress plans are not skilled or trained e Notes to predict the results of their conclusions, which happens to be true in the case of administrators and politicians. Maybe, that‟s how the insecticide workshop lin of the Union Carbide got situated so close to a densely inhabited zone in Bhopal. (c) Occasionally, managers deliberately hide statistics from the common people or misinform them for their selfish publicity. This is understood in situation of the Narmada Valley Project at the current times. Previously, just after On freedom, the importance was to upsurge manufacture of foodgrains. Utilization of fertilizers and pesticides was recommended despite its harsh opposing results. (d) Individuals beginning their personal occupations or manufacturing are directed completely by deliberations of monetary gains for their own. They avoid information regarding ecological alarms because of their uncaring disrespect for the benefits of societal well-being. This happens to be factual in the case of ty many chemical plants that release their toxins to the nearest water resource like rivers. Usual Misunderstandings and their Reasons: The extensive unawareness with si regards to ecology points misunderstandings and fallacies in this area. Few of them are: Sicknesses are triggered by demons or Gods and are not because of contaminations. er Starvations, famines or inundations are kinds of penalties which God gives for the wrong actions of individuals. Rainfall occurs only because of God‟s love. Metropolises are contaminated; however, townships are not. Factually, iv burning cow dung and wood reasons in fume that is similarly contaminating. Metropolises are contaminated due to manufacturing effluents. Factually, the main giver to metropolis‟s air contamination is vehicle road traffic. Un It is supposed that woodlands are vanishing due to manufacturing and city wants. The rising village inhabitants burn maximum wood in the locality by chopping off trees and not considerate to plant again. Misunderstandings happen about who is actually accountable. For instance, in the situation of Union Carbide at Bhopal, was it the manufacturer (the business), was it the Administration of Madhya Pradesh, was it the Bhopal ity Municipal Corporation or is it somebody new to be held responsible? Or everyone is accountable? Many individuals have varied views. Absence of right information causes misunderstandings. Until informative programmes at all stages don‟t offer this topic its deserved significance, these m misunderstandings will stay. 1.5 Sensitisation and Participation )A Methods to Disseminate Environmental Information Environmental Education The education for environmental awareness is essential for the younger and older generations. The beneficiaries at the grassroot levels are as much a clientele for (c environmental education as are the policy or decision-makers and the project Amity Directorate of Distance and Online Education 6 Environmental Studies implementers. Education in India is mainly a state subject and the responsibility is that of e Notes the Ministries of Education at the Centre and States. lin Objectives of Environmental Education (EE) To help children and general public towards: Awareness, i.e., to acquire sensitivity to the total environment and its allied problems. Skill, i.e., to acquire skills for identifying environmental problems. On Knowledge, i.e., to know conservation of natural resources. Evaluation ability, i.e., to evaluate environs measures and education programmes in terms of social, economic, ecological and aesthetic factors. Attitude i.e., to acquire set of values leading to concern for environment. Participation i.e., to be actively involved and participate in environment issues. ty Principles of Environmental Education To consider environment in its totality (natural, artificial, technological, ecological, moral, aesthetic, etc.). si To consider a continuous life process (from pre-school to higher levels as well as non-formal). To be interdisciplinary in approach. er To focus on current and potential environmental situations. To emphasize active participation in prevention and solution to problems. To examine root cause of environmental degradation. To provide an opportunity for making decisions and accepting their iv consequences. Environmental Educational Programmes Un It involves a three-fold classification of environmental education based on different disciplines. 1. Environmental Studies: It is concerned with environmental disturbances and minimization of their impacts through changes in social sciences. 2. Environmental Science: It deals with the study of atmosphere, land and oceans. It also deals with cycles that flow through physical and Biological ity system. 3. Environmental Engineering: It involves the study of technical processes used to minimize pollution. Environmental Education among Children m The environmental scenario of India is very wide indeed. At the first level, special attention must be paid to children. They are to be made aware of health, nutrition, sanitation, hygiene, development/water and food contamination, fodder and fuel wood, etc. NGOs have to play a significant role in environmental education and awareness. )A Formal Environmental Education The spectrum of Environmental Education has four major interrelated components, i.e., awareness, real life situation, conservation and sustainable development. 1. Primary School Stage: The attempt is made to sensitize the child about (c environs. Emphasis should be mostly (75%) on building up awareness, Amity Directorate of Distance and Online Education Multidisciplinary Nature of Environmental Studies 7 followed by real-life situation (20%) and conservation (5%). The contents to be e Notes used are surroundings from home to school to outdoor situations. Teaching strategy includes audio-visual and field visits. lin 2. Lower Secondary Stage: At this level, objective must be real-life experience, awareness and problem identification. The quantum of awareness must decrease with increase in real-life situations. The contents are supplemented with general science. Teaching, practicals and field visits are to be done. 3. Higher Secondary School Stage: The emphasis must be on conservation, On assimilation of knowledge, problem identification and action skills. Contents may be science-based and action-oriented work. 4. College Stage: Maximum emphasis should be on knowledge regarding sustainable development based on experience with conservation. The content must be college-based on Science and Technology. Teaching practicals and action-oriented field work is to be done. In the school ty education, NCERT has been playing vital role in designing syllabi, textbooks, guide books, charts, kits, teaching materials and other aids. 5. University Education: EE at this level is being looked after by the UGC. There are about 10 universities teaching environmental sciences. The si University Education has three major components – teaching, research and extension. At post-graduate level, four major areas are recognized – environmental engineering, conservation and management, environmental er health and social ecology. Non-Formal Environmental Education This education is designed for any age group, participating in cultural, social and iv economic development of the country. They form clubs and arrange exhibition, public lectures, meetings and environmental campaigns. Following are the main constituents of this education. Un 1. Adult Education: Adults may influence the society to protect the precious environs by generating posters, slides, audio-visual and information pictures. 2. Rural Youth and Non-Student Youth: They may act as volunteers. 3. Tribals and Forest Dwellers: They are an important media to protect the forest wealth. 4. Children Activities: Department of Environ with the help of United School Organizations of India organized essay competitions among different age ity group children. Short-term courses are also given by national Museum of Natural History (NMNH) in EE every year. The NMN) conducts spot painting, modeling and poster design about environment for children. 5. Eco-Development Camps: A set of a guidelines has been prepared by Department of Environment (1984). m The objectives are: To create awareness in youth about basic ecological principles. To enable exposure to real-life situations. )A To acquaint with the conservation needs, problems and efforts. To acquaint with the practice of sustainable development. 6. Non-Government Organisations: There are more than 200 NGOs, of which most are involved in EE and awareness, others in pollution control, nature protection and conservation, rural development, waste utilization, wild life (c Amity Directorate of Distance and Online Education 8 Environmental Studies conservation, floristic and faunal studies, afforestation and social forestry and e Notes eco-development. 7. Public Representatives: India has environmental forums for MPs and MLAs lin to discuss environmental problems facing the country. They stimulate public interest for saving the environs. 8. Training Executives: Regular courses should be arranged for environmental activities among administrators. 9. Research and Development Programmes: Such R&D efforts are supported On by DO Environment in Biosphere and Man. 10. Foundation Courses: The courses for the probationers selected for the IAS, IFS, IPS and cadets of three wings of Armed Forces need to be supplemented with foundation courses on environment relevant to their area of specialization. 11. Development of Educational Material and Teaching Aids: Materials for ty media (TV, radio, films, newspapers, etc.), audio, mobile exhibitions, audio- visual materials must be operated by competent manpower. One such centre in India is Centre for Environmental Education, Ahmedabad. 12. Development of Trained Manpower: Department of Environment (DOE) 13. lecturers and legal experts. si must organize training programmes for the professors, technical personnel, National Environment Awareness Campaign or National Environment er Month: Commencing from 1986, DOE conducts NEAC and NEM. From November 19 to December 18, every year is observed as NEM. 14. World Environmental Day (WED): All Governments in the states, UTs, Universities, schools, colleges, academic institutions and voluntary iv organizations organize suitable activities on WED, i.e., June 5 of each year. DOE supports the function financially. (A) Major Areas of Environmental Concern Un (i) Agricultural productivity (ii) Land use pattern (iii) Water resources (iv) Irrigation pattern (v) Industries ity (vi) Increased waste production and pollution (vii) Health (viii) High incidence of disease and malnutrition (ix) Urbanization. m (B) Other Areas of Concern (i) Forests (ii) Woodlands )A (iii) Wild life (iv) Population dynamics (v) Environmental laws (vi) Public administration and environment. (c Amity Directorate of Distance and Online Education Multidisciplinary Nature of Environmental Studies 9 Planning Interventions e Notes Maintaining the quality of life amidst population explosion, increased consumption and waste accumulation calls for disciplined human decisions. Human interventions are lin inevitable at all levels from the local to the national. These interventions need to be guided by: (i) Ethics of relationship of men to environment in which the general welfare supersedes self gains and conservation is preferred. On (ii) The direct beneficiaries of the intervention be held responsible for the control of degraded effect and restoration of degraded environment. (iii) The general public be made conscious from the effects that may result from encroachment on environment and be helped to tackle the problems. These safeguards are possible only if a multifaceted approach is taken and directed at all strata of society through a hierarchical national network, ty 1.6 Summary Environmental studies are multidisciplinary and complex subject. Hence, different aspects must be dealt with all-inclusive approach. There is environmental degradation si and systematic overexploitation of natural resources. This can be due to absence of informed opinion or total ignorance. With this in view that there should be proper awareness and knowledge of the subject, it was made compulsory at University level in er all Universities in India. Humans as well as all life forms cooperate with their ecosystem. This concept of ecosystem helps us to know the interdependence of living beings and non-living beings, and the flow of energy that keeps the system in equilibrium. iv 1.7 Check Your Progress I. Multiple Choice Questions Un 1. Environment means __________. (a) Cover of vegetation (b) Hydrosphere on the earth (c) Cover of the clouds (d) The surrounding made up of biotic and abiotic factors 2. The nature of environmental science or environmental studies is __________. ity (a) beyond our perception (b) single disciplinary (c) stable (d) interdisciplinary m 3. Out of the below stated problems, which one is global in nature? (a) Soil erosion (b) Desertification )A (c) Eruption of a volcano (d) Depletion of ozone 4. Environmental problem is created mainly due to __________. (a) Ignorance, insensitivity and loss of values toward environment (b) Conflict between human groups (c (c) Excessive intake of food Amity Directorate of Distance and Online Education 10 Environmental Studies (d) Technological advancement e Notes 5. In an ecosystem, when one organism is dependent on the other, it is called lin __________. (a) Environment (b) Living (c) Food chain On (d) Nitrogen cycle 1.8 Questions and Exercises 1. Define environment. Explain its scope and importance. 2. Environment is a multidisciplinary subject.‟ Discuss. 3. Write a brief note on natural resources. ty 4. Define ecosystem and explain its classification. 1.9 Key Terms si Living Organism: Any form of life; it includes all plants, bacteria and animals. Population: Cluster of distinct creatures of the similar breeds existing inside a zone. er Food Chain: The transfer of food energy from its source in plants through a series of organisms where eating and being eaten is repeated. iv 1.10 Check Your Progress: Answers I. Multiple Choice Questions Un Question Answer 1 (d) 2 (d) 3 (d) 4 (a) ity 5 (c) 1.11 Further Reading and References 1. Adams (1994), Environmental Science, Wiley, London. m 2. Newton (2010), Ecotoxicology, CRC Press, New York. 3. Agarwal and Dubey (2000), Environment, Raj Publications, Delhi. 4. Dhar, B.B. (2000), Mining and Environment, APH Publishing Corporation, New )A Delhi. 5. H.V. Jadhav and S.H. Purohit, Environmental Studies, HPH, Mumbai. 6. Kumar, H.D. (2001), Forest Resources, East-West Press, New Delhi. 7. Kaushik and Kaushik, Fundamentals of Environment. 8. Asthana and Asthana, Fundamentals of Environment. (c 9. Bradbury (1991), The Biosphere, Oxford, New York. Amity Directorate of Distance and Online Education Multidisciplinary Nature of Environmental Studies 11 10. Gose, Earl (1992), Ecology, Miffin Co., Boston. e Notes 11. Pelczar (2010), Microbiology, Tata McGraw Hill, New Delhi. 12. Vaidya (1987), Geology. lin 13. Cunningham (2003), Environmental Science, Tata McGraw Hill, New Delhi. 14. De, A.K. (1996), Environmental Chemistry, New Age, New Delhi. 15. Odum, E.P. (1971), Ecology, Saunders, Japan. 16. Salim Ali, The Book on Indian Birds, BNHS, Mumbai. On  ty si er iv Un ity m )A (c Amity Directorate of Distance and Online Education 12 Environmental Studies e Notes Unit II: Natural Resources lin Structure: 2.1 Introduction 2.2 Forest Resources 2.3 Water Resources On 2.4 Mineral Resources 2.5 Food Resources 2.6 Energy Resources 2.7 Land Resources 2.8 Role of an Individual in Conservation of Natural Resources 2.9 Equitable Use of Resources for Sustainable Lifestyles ty 2.10 Environmental Implications of Non-Conventional Sources of Energy 2.11 Role of Government 2.12 Summary 2.13 2.14 2.15 Check Your Progress Questions and Exercises Key Terms si er 2.16 Check Your Progress: Answers 2.17 Further Reading and References Objectives iv After studying this unit, you should be able to: Understand the meaning of natural resources and their over exploitation Un Explain the importance of different movements for environmental protection Write about natural disasters like inundations, famines and earthquakes Describe the environmental problems such as deforestation, overgrazing, salinity and overuse of fertilisers and pesticides Understand the importance of inexhaustible and exhaustible sources of energy ity 2.1 Introduction Resource does not denote an object or an element but to the functionality which an object or an element might achieve or to a process in which it might participate namely the purpose or process of achieving a set target like sustaining a want. Supplies, thus, m aims to meet ends. The feature of fulfilment is very significant that we contemplate an object or an element supplies for long that it achieves all our demands. Substances that are needed or utilized to withstand life forms or maintenance is called as resource. It also means resources are entire necessities or creatures, )A inhabitants and groups that result in buildup of radiation by their amplified obtainability. Nature has offered plentiful supplies to humans and the growth of a nation relies on the supplies available. For instance, petroleum and several reserves occur in the pre-historic time but they were not assets as humans were not utilizing it. When humans began utilizing it with the (c development of civilization, they developed into resources. Amity Directorate of Distance and Online Education Natural Resources 13 Definition e Notes Resource is defined as a form of matter and energy which is essential for the functioning of creatures, inhabitants and ecosystems. Man depends on the resources for lin his day-to-day living. These resources are air, water, soil, forests, vegetables, milk, fish, animals, energy (fossil fuels and solar power), etc. Man, himself is an important resource, i.e., human resource his education, skill, knowledge has now been given priority in national policy since it is an index of the On development status of a country. Classification/Types of Natural Resources Lifespan on earth relies on a huge quantity of factors and facilities offered by mother nature, which are identified as Natural Resources. Therefore, water, air, soil, minerals, coal, forests, crops and wildlife are all examples of natural resources. The natural resources are of two kinds: ty Renewable Resources which are inexhaustive and can be renewed in a stipulated time period, e.g., woodlands, flora and fauna, wind energy, biomass energy, tidal energy, hydropower, etc. Solar energy is also an inexhaustive si kind of energy as it is a constantly renewed source of energy. Non-Renewable Resources that fails to be renewed, e.g., remnant fuels like coal, petroleum, minerals, etc. After they are consumed, these assets won‟t get restocked. er Our inexhaustive assets, too, can turn into exhaustive sources if we consume them to a degree that their amount of ingestion surpasses their amount of renewal. For instance, if a breed is subjugated so much that its inhabitants‟ proportions drops below iv the stage of verge, then they fail to withstand themselves and slowly the breeds turn scarce or non-existent. It is imperative to guard and preserve our natural assets and utilize them in a sensible way. So, we do not consume them entirely. We must limit the utilization of most Un of the natural assets. Our utilization should be in a manner that we constantly leave back enough resource supplies for upcoming generations. Major natural resources are: (i) Forest resources (ii) Water resources (iii) Mineral resources ity (iv) Food resources (v) Energy resources (vi) Land resources. m 2.2 Forest Resources Woodlands are very significant natural assets on our planet. They cover our planet like a green shield. These woodlands yield countless physical products and offer )A numerous ecological benefits as well that are vital for life forms. Woodlands consists of about 30% of the world‟s land part that comprises surrounded and unrestricted woodlands. Former USSR accounts for about 20% of the world‟s woodlands, Brazil for about 12%, and Canada and USA each for 6-7%. But the matter of concern still remains that nearly universally the shelter of the natural (c Amity Directorate of Distance and Online Education 14 Environmental Studies woodlands has deteriorated over time. The highest damage took place in tropical Asia e Notes where one-third of the woodland assets have been devastated. lin Uses of Forests Commercial Uses: Woodlands offer us a huge amount of marketable products that consists of timber, firewood, pulpwood, nourishment substances, rubber, resins, non- edible oils, rubber, fibers, lac, bamboo canes, fodder, medicine, drugs and numerous such substances. The entire value projected is to be more than $ 300 billion per year. On Partial portion of the timber chopped off every year is utilized as firewood for heating and cooking. One-third of the timber produce is utilized for construction supplies as lumber, plywood and hardwood, particle board and chipboard. One-sixth of the timber produce is transformed into paste and utilized for paper manufacturing. Numerous woodland areas are utilized for withdrawal of mines, farming, animal graze, and for recreation of dams and their development. ty Ecological Uses: Usually, a tree harvests marketable products valued approximately $590. It offers ecological facilities valued closely $196,250. The environmental facilities offered by our woodlands might be summated up as follows: si Production of Oxygen: The plants give out oxygen by photosynthesis, important for living organisms. They are correctly termed as Earth‟s lungs. Reducing Global Warming: The foremost conservatory gas, carbon dioxide er (CO2) is soaked by the woodlands as a raw substance for photosynthesis. Therefore, woodland covering performs as a sink for CO2, thus dropping the problematic situation of global warming triggered by greenhouse gas, i.e., CO2. iv Wildlife Habitat: Woodlands are the natural habitats of loads of wildlife faunas and floras. About 7 million breeds are originated in the tropical woodlands itself. Un Regulation of Hydrological Cycle: Woodland watersheds perform like massive absorbers, soaking the rainwater, reducing the overflow and gradually discharging the water for revival of springs. About 50-80% of the dampness in the air overhead of the tropical woodlands originates from their transpiration which aids in bringing rains. Soil Conservation: Woodlands hold the soil elements firmly in their roots and avert soil loss. They perform as breeze breakers too. ity Pollution Moderators: Woodlands can soak several harmful fumes and assist in purification of air. They have been stated to soak noise and therefore aid in averting both, air and noise effluence. Overexploitation of Forests m From the time of ancient era, human beings have relied profoundly on woodlands for nutrition, medication, housing, timber and fuel. With rising civilisation, the want for raw materials like timber, pulp, minerals, fuel wood, etc. amplified, which resulted in )A large-scale logging, mining, road building and clearance of woodlands. Our woodlands help significantly to the country‟s budget. The global wooden business is valued over US $40 billion per year. Extreme utilization of fuel wood and charcoal, growth of cities, farming and manufacturing zones, and overgrazing have altogether resulted in high exploitation of our woodlands causing their fast deprivation. (c Amity Directorate of Distance and Online Education Natural Resources 15 Deforestation e Notes The entire woodland zone of the ecosphere in 1900 was projected to be 7,000 million hectares which was decreased to 2890 million hectares in 1975 and dropped lin further to only 2,300 million hectares by 2000. Desertification degree is comparatively low in moderate nations, but it is disturbing in tropical nations where it is as high as 40- 50% and at the current degree is projected that in the coming 60 years, we would lose more than 90% of our tropical woodlands. On The woodland zone in India appears to have steadied since 1982 with about 0.04% deterioration yearly between 1982-90. FAO (1983) projected that about 1.44 million hectares of land was brought under afforestation during this period which resulted in steadiness. As per FAO estimations, the desertification degree per unit inhabitants in India is the lowermost between the foremost tropical nations, in spite of the statistic that we have a massive inhabitants‟ proportions and less per capita forest area (0.075 ha per capita). Still, we are faraway the goal of attaining 33% woodland zone, as per our ty National Forest Policy, as we currently have only 19.27% of our land area (63.38 million hectares) protected by woodlands founded on satellite information (MoEF, 1998). Major Causes of Deforestation: (a) Shifting Cultivation: There are a projected 300 million individuals existing as si shifting cultivators who practice slash and burn farming, and are founded to clear more than 5 lakh hectares of woodlands for shifting cultivation yearly. In our country, we practice this in North-East regions and to some extent in er Andhra Pradesh, Bihar and Madhya Pradesh which gives rise to approximately half of the woodland clearance yearly. (b) Fuel Requirements: Growing wants for fuel wood by the rising inhabitants in our nation have solely amplified up to 300-500 million tons in 2001 as iv compared to just 65 million tons at the time of freedom, thus growing the burden on woodlands. (c) Raw Materials for Industrial Use: Wood for making boxes, furniture, railway Un sleepers, plywood, match boxes, pulp for paper industry, etc. have applied great burden on woodlands. Plywood is in huge demand for packing tea for tea industry of Assam while Fir tree wood is extremely utilized for packing apples in Jammu & Kashmir. (d) Development Projects: Enormous devastation of woodland arise for numerous expansion plans such as hydroelectric projects, big dams, road construction, mining, etc. ity (e) Growing Food Needs: In emerging nations, the foremost cause for desertification is to fulfil the wants of fast rising inhabitants, farming zones and settlements are formed forever by clearance of woodlands. (f) Overgrazing: The underprivileged in the tropics mostly depend on timber as a basis of fuel, causing damage of tree cover and the empty regions are m converted into graze areas. Overgrazing by the livestock causes additional deprivation of these regions. Major Consequences of Deforestation: Desertification has extensive penalties, )A which may be outlined as follows: (i) The survival of numerous environmental breeds is at a huge risk due to devastation of their natural habitat. (ii) Biodiversity is vanished and along with that inherited variety is eroded. (iii) Hydrological cycle gets impacted, thus inducing rainwater. (c (iv) Difficulties of soil wearing away and increased infertility of soil. Amity Directorate of Distance and Online Education 16 Environmental Studies Major Activities in Forests e Notes Timber Extraction: Logging for valuable timber, such as teak and mahogany not only includes big trees per hectare but about a dozen more trees since they are lin powerfully intertwined with each other by vines. Also, street building for creating a road to the trees reasons in additional harm to the woodlands. Mining: Mining processes for removing reserves and remnant fuels like coal frequently includes massive woodland zones. Pulling out from low deposits is done by On surface mining while that from bottom-most deposits is done by sub-surface mining. More than 80,000 hectares of land of the nation is currently below the pressure of mining actions. Mining and its related actions need elimination of flora along with primary soil layer and covering rock masses. This causes spoiling of the landscape and devastation of the scenery in the zone. Huge amount of desertification has been informed in Mussoorie and Dehradun valley, because of undiscerning mining of numerous reserves over a length of about 40 ty kms. The woodland zone has deteriorated at an average rate of 33% and the upsurge in non-forest zone because of mining actions has caused comparatively unbalanced regions resulting into landslips. Undiscerning mining is in woodlands of Goa since 1961 has devastated more than si 50,000 hectares of woodland. Coal mining in Jharia, Raniganj and Singrauli areas have triggered widespread desertification in Jharkhand. Mining of magnesite and soap stones have demolished 14 hectares of woodland in the mountain slopes at Khirakot, Kosi er valley, Almora. Mining of radioactive minerals in Kerala, Tamil Nadu and Karnataka are showing same risks of desertification. The enriched woodlands of Western Ghats are experiencing the similar risks because of mining projects for diggings of copper, chromite, bauxite and magnetite. iv Dams and their Effects on Forests and People: Big dams and river valley projects have versatile utilizations, and have been mentioned to as “Temples of Modern India”. But these dams are accountable for the devastation of massive zones of Un woodlands too. Our country has more than 1,550 large dams, the maximum being in the state of Maharashtra (more than 600), trailed by Gujarat (more than 250) and Madhya Pradesh (130). The highest one is Tehri dam, on river Bhagirathi in Uttarakhand and the largest in terms of capacity is Bhakra dam on river Satluj in Himachal Pradesh. Big dams have been in sharp attention of numerous ecological clusters worldwide that is primarily due to numerous environmental difficulties counting in desertification and socio- economic difficulties connected to tribal or native people related with them. The ity Silent Valley hydroelectric project was such an individual kind of project which was located in the tropical rainforest part of Western Ghats which involved much concern of the people. The crusade against the ecological damage and deforestation caused due to Tehri Dam was led by Sunderlal Bahuguna, the leader of Chipko Movement. The cause of Sardar Sarovar Dam related issues has been taken up by the environmental activists m Medha Patkar, joined by Arundhati Roy and Baba Amte. For constructing big dams, large-scale destruction of woodlands takes place which breaks down the natural environmental steadiness of the area. Inundations, famines and landslips become more predominant in such zones. Woodlands are the sources of )A precious assets of nature in the way of biodiversity, and by abolishing them (mainly, the tropical rainforests), we are going to damage these breeds even before knowing them. These breeds could have amazing financial or medical worth and desertification causes the damage of such breeds which have grew over millions of years in just one knock. (c Amity Directorate of Distance and Online Education Natural Resources 17 Case Studies e Notes 1. Sardar Sarovar Dam (Uprooted Forests and Tribals) lin The dam is situated on river Narmada and is spread over three states of Gujarat, Maharashtra and Madhya Pradesh. Though the scheme is meant at offering irrigation water, drinking water and electricity to the three states, the ecological effects of the scheme have high thought-provoking queries. A total of 1,44,731 hectares of land will be immersed by the dam, out of which 56,547 ha is woodlands. A total of 573 villages are On to be immersed by the Narmada Dam. Immergence of approximately 40,000 hectares of woodlands underneath Narmada Sagar, 13,800 hectares under Sardar Sarovar and 2,500 hectares under Omkareshwar would additionally form more burden on outstanding woodland zones in connecting zones. Immergence zones are enriched in wildlife, e.g., tigers, panthers, bears, wolves, pangolins, hyenas, jackals, flying squirrels, antelopes, black bucks, chinkara, marsh ty crocodiles, turtles, etc. Many of these species are listed in Schedules I and II of Wildlife Protection Act, 1972. Therefore, huge damage of these flora and fauna breeds is detained because of the destruction of the woodland under the scheme. According to the estimations of the Institute of Urban Affairs, New Delhi, the si Narmada Valley Project will cause ultimate movement of more than one million people, which is perhaps the major reintegration problem ever come across according to the World Bank. Displacing of the tribals and their compulsory movement in faraway zones er might not be effortlessly accustomed to. Besides severe economic deprivation, the displacement will affect tribal peoples‟ culture, their beliefs, myths and rituals, festivals, songs and dances. These are all closely associated with their environment of hills, forests, and streams of water. Most of these tribals belong to poor, unprivileged iv schedule castes and tribes who are being uprooted from a place where they have lived for generations. The evacuated individuals have to experience problems and suffering for the sake of growth and wealth of a greater segment of the civilization. It is thus the responsibility of the scheme advocates and administration to pay all-out consideration Un for correct reintegration of the evacuated tribals. 2. Chipko Movement (Forest) Perhaps, the first forest movement against indiscriminate cut down of trees was fought in India. The leader of this movement Amrita Devi with her 362 followers resisted the chopping of Khejori trees in Jodhpur area. The contractors, with their group of ity workers, axed the trees to death. Later on, the ruler of Jodhpur banned tree chop down. Recently, such organized movement was started in December 1972, which has become the famous Chipko Movement. A bold woman of Advani village in Tehri Garhwal district of Uttar Pradesh had tied the sacred thread round the trees, actually hugged the trees, faced police firing in February 1978 and later courted arrest for this m movement. This program sustained under the direction of S.L. Bahuguna in various villages. Mr. Bahuguna offered the plans of Chipko Movement for the protection of air, water and soil through a ban on cutting down of trees in the Himalayas at the UNEP meeting held in London in 1982. The movement gives much emphasis on ecological )A aspects. What Do the Forests Bear? Soil, Water and Pure Air Forests are actually the basis of our life. It is in fact a slogan of planting trees for five “Fs”– Food, fodder, fuel, fiber and fertilizer. This can make people self-sufficient (c in all their basic needs. It will generate a self-renewing decentralised and economic Amity Directorate of Distance and Online Education 18 Environmental Studies prosperity, and happiness to mankind. On account of this powerful movement, now the e Notes villagers have created an effective non-violent way to stop the devastation by forest industries. When the axe man comes, the people form ring around the trees, they lin embrace and protect them from death. In a nutshell, despite of NGO‟s efforts, there is an alarming situation of grave environmental crisis and ecological disturbances all over the globe on account of population explosion and exceedingly high rate of increased exploitation of natural resources. If this is not arrested, in time it may lead to extinction of more species as well On as human race, from planet earth. Appiko Movement This movement started in late 1983 in Karnataka. Appiko means “to hug”. The first Appiko was flashed in September 8, 1983 by the woodland division‟s chopping of trees in Salkane woodland in Sirsi district. Appiko‟s goal is to utilize the people‟s energy to ty guard and vegetal plants, and to explain the individuals to minimize the utilization of woodland resources. Appiko helpers don‟t want an entire prohibition on tree chopping. But there should be guidelines and limitations, e.g., local individuals must be referred when trees are marked for cut down. 2.3 Water Resources Water – A Vital Resource si er Water is a vital natural resource, which is essential for multiplicity of purposes. About, 80% (of the total 50,000 million hectares area) of the earth‟s exterior is protected by water. Out of the estimated 1011 mn km3 of the total water present on earth, only iv 33400 m3 of water is available for drinking, agriculture, domestic, power generation, industrial consumption, transportation and waste disposal. In the biochemical procedure, manufacturing water is utilized as a responsive substance, a solvable, a scrub element and a heat transmission factor. As a base of lifespan for humans, floras and additional Un life forms cannot be substituted. Sources of Water The chief sources of water are rain water, sea water, ground and surface water. In our country, the yearly rainwater is about 400 million hectare meters (MHM).Out of this – 70 MHM of water evaporates immediately, 115 MHM, turns off into surface water bodies ity and the remaining percolates into the soil. The mass balance of annual rainfall shows that about 70% water is lost by evaporation and transpiration by plants while the remaining 30% goes into the stream flow. Data regarding ground water resources, i.e., water obtained from precipitation and stored in aquifers are more limited than those on the surface water resources. Net yearly revival in India is 67 MHM and out of this only m 35 MHM is obtainable for utilization. Combined with surface water, it gives the total utilization potential of fresh water to be around 100 MHM. The potential sources of water for human use are: (i) Desalinated sea water or brackish ground water, and )A (ii) Reclaimed waste water. With the speedy development of inhabitants, numerous nations are now utilizing purified sea water as a probable source of drinkable water in shortage affected areas. Purification might be achieved by procedures like concentration, freezing, electrodialysis and reverse osmosis. (c Amity Directorate of Distance and Online Education Natural Resources 19 Uses of Water e Notes Water resources are developed primarily for irrigation, domestic use, power generation and industrial use. lin Irrigation: The amount of water required for irrigation purposes varies with the climate and the type of crop. Current estimate puts the potential irrigated area around 106 million hectares, i.e., 72 million hectares irrigated by surface water resources and 34 million hectares by ground water resources. On Industrial Water: Industry is much dependent on adequate water supplies. Major industries using water are steel, pulp and paper, chemicals, textiles and petroleum refining industries. A rough estimate indicates that the annual consumption of water by all industries would be between 2-7 and 4-9 MHM by 2005. Power Generation: More than 99% of water is utilized for condenser cooling in thermal power generation. The total annual withdrawal requirement in the year 2000 was estimated to vary from 3-6 MHM for a low economic growth to 9-3 MHM for a high ty economic growth. Domestic Water Supply: An accurate assessment of water required for domestic needs is not possible. Water consumption is about 2% for domestic use. With the si growing population, the demand for fresh water is steadily increasing in India. But the availability of good quality water is dwindling because of misuse, waste and pollution. Requirement of Fresh Water in India er Agriculture sector is the major consumer of water. It is followed by domestic needs, thermal power generation and industries (Table 2.1). By 2005, the total water requirement is expected to increase 3 times as much as we had in 1974. The industrial sector will require about 20 times and power generation sector about 15 times more iv water than it was in 1974. Floods Un Flood refers to a situation when the limits of river channel, i.e., the natural level fails to contain the entire flow of the river water and the water inundates the land along with the river channel. Floods are more common in tropical and sub-tropical regions. Table 2.1: Estimates of Water Requirements in India Water Needed for 1974 2000 2025 ity Irrigation 3500 6300 7700 Thermal power generation 110 600 1600 Industries 55 300 1200 Domestic needs 8-8 26-6 390 m Livestock management 47 7-4 110 Total 3800 7540 11000 All quantities are in cubic kilo metres. )A (c Amity Directorate of Distance and Online Education 20 Environmental Studies Causes of Floods e Notes 1. Natural Causes lin The natural factors which cause river floods are prolonged high intensity monsoon rainfall. In the snow-fed rivers of North India, snow melting due to global warming has excessively increased the water level of streams causing them to flood. Unexpected alterations in channel gradient at the intervening zones of foothill On slopes of the mountains is cause for stream inundations too. Hindering of unrestricted movement of the streams due to huge wreckages caused due to landslides results in run-off of stream water. Inundations take place because of lava flareups too. The extreme cyclonical hurricane yielded heavy rainfall between September 26 to 29, 1978 totaling to 600 mm in the Damodar river. High intensity rainfall increased the water level ty to about 2500 mm in the plain area and 5000 mm in the mountainous regions in Assam which caused frequent floods of high magnitude through the Brahmaputra river. The natural causes of flood also include the cyclones and flash floods, si resulting to destruction. Substantial amount of rainwater in the arid and semi- arid regions, where the rainfall is generally scant, low and infrequent, causes flash floods in rivers. Such rivers are incapable to lodge massive volume of er water due to poor natural drainage systems. For example, unprecedented rainstorms in Jaipur city (Rajasthan), India in 1981 caused flash floods and raised the level to 836.4 mm in rivers. Hindering of usual movement of the streams by landslides triggered by iv earthquakes causes unexpected extreme flash inundations in the downriver. 2. Anthropogenic Causes Desertification in a huge amount in the higher catchments of foremost streams Un causes extreme movement of water to the grasslands resulting in inundations.