Study guide

Department of Geography,
Geoinformatics and Meteorology

Introduction to
Environmental Science
ENV 101

Francis Wasswa Nsubuga Phd

Last Revision: March 2021

@ 2021 University of Pretoria

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 Contents
1 Section 1: Organisational component 3
1.1 General premise and educational approach . . . . . . . . . . . . . . . . . . . . . . . 3
1.1.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.1.2 Significance of this module . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
1.1.3 Instructions for the use of the study guide . . . . . . . . . . . . . . . . . . . 4
1.1.4 Educational approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.2 Contact information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.2.1 Contact procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
1.3 Study materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.4 Learning activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.4.1 Contact time and learning hours . . . . . . . . . . . . . . . . . . . . . . . . 6
1.4.2 Contact sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.4.3 Telematic teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.5 Assessment policy and approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.6 Plagiarism warning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.7 General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

2 Section 2: Module structure 10

3 Section 3: Hatfield course calendar 17

4 Section 4: Assessment and examination criteria 18

4.1 Assessment criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4.2 Class attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4.3 Class tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4.4 Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
4.5 Mark structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4.6 Exam requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4.7 Supplementary examinations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
4.8 Special requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

5 Section 5: Examination admission and pass requirements 20

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 Organisational component
General premise and educational approach

Introduction

The undergraduate curriculum in the Environmental Science section of the Department of

Geography, Geoinformatics and Meteorology focuses on the \management of the integrated
interactive and changing human-environment system, directed at sustainable development and
improved quality of life".
The first-year environmental science curriculum offers students a broad understanding of the
basic principles governing the various components of the environment. It deals with two major
components: The first is ecological processes and human population growth and the second is
resources needed to sustain human and natural populations. In so doing, the module deals with
three broad themes: (1) how life on earth is sustained (2) what leads to environmental problems
and (3) how these problems can be solved.
The main aim of ENV 101, Introduction to Environmental Science, is not only to identify, discuss
and seek solutions to environmental problems but also to encourage students to be critical about
environmental issues so as to be able to understand the science behind the environment.
Environmental science integrates many disciplines and has its roots in some of the oldest
civilisations and also includes modern topics. It is this temporal and spatial dynamism of the
subject that dictates an interdisciplinary approach. Environmental science involves many
sciences (biology, ecology, chemistry, geology, hydrology, climatology, mathematics,
meteorology, soil science, geography, social sciences and economics) and also provokes
emotional responses and political interventions. It is therefore important that the basic
components of the environment are clearly understood.
The course further aims to provide a basic environmental science knowledge that integrates the
physical and biological processes operating within a dynamic social, political and economic plat-
form. Since current environmental problems cross local boundaries, a global perspective will also
be presented.

Significance of this module

Without an understanding of the environment and the physical, biological, social, and economic
processes that shape it, it is not possible to achieve sustainable development. The course,
therefore, is designed to identify and discuss environmental problems, seek solutions, and at the
same time provide enough science to allow the student to think critically in order to provide and
accept solutions based on science and values.
The purpose of the course is to provide an academic introductory study of the environment from
an analytical and interdisciplinary perspective. The main goal is to teach the students how to think
through environmental issues and processes. Further, the module is designed to develop
academic skills, such as reading and writing. It is assumed that the student is already able to
read, write, and apply critical academic thought.
The course also deals with causes of environmental problems and possible solutions. It should
be clear that material researched and presented is relevant to all other courses that are presented
in the undergraduate programme and in other academic disciplines. Similarly, material presented
in other disciplines has relevance for other modules in the Geography Department.

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Instructions for the use of the study guide

The study guide provides an outline of both the curriculum of the course as well as the
administrative organisation of the course. The first section covers the organisational structure of
the course and provides contact information for the staff involved. Section two provides a
breakdown of the curriculum for the module and briefly discusses the topics to be covered in the
course. The timetable for the course is in section three while a more detailed breakdown of the
assessment criteria can be found in section four. Students are also advised to read through
section 5 in order to familiarise themselves regarding the university's policy pertaining to
examinations.

Educational approach

The module is composed of 20 online lectures, three tests and a formal examination at the end
of the semester. During learning students are expected to locate and critically analyse suitable
reference material. In addition all information pertaining to the module including notes, lecture
presentations, revision questions and others is available on ClickUp and it can be accessed
through the University of Pretoria \Students On-line System". Students are encouraged not to
view each lecture as a separate entity for study, but rather to continuously integrate information
from various lectures with each other. Questions requiring such an integration may be asked
during formal examinations.
For 2021, the main challenge is to balance the need for health and safety, with quality hybrid
teaching and learning. We currently plan to have regular sessions on campus for most modules
presented by our department:
 BSc Geoinformatics: weekly sessions for GIS 311
 BSc Meteorology: weekly sessions for WKD 155, WKD 261, WKD 351, WKD 352
 BSc Geography, BSc Environmental Science, BSc Geography and Environmental
Science, BSc Geoinformatics and other programs: regular sessions for GGY 156, GGY
252, GGY 265, GGY 283, GIS 310, GMC 310, ENV 101, ENV 201 and ENV 301; GMA
220 will arrange access for students upon request.

The extent to which we adhere to this plan will be affected by any changes in the national
disaster management legislation to manage the pandemic, and the corresponding responses of
the UP executive. However, we recommend that you arrange to be in, or close to, Tshwane for
the duration of the semester.
Make sure that you have access to reliable computing infrastructure and internet. For more
information on data subsidies, and all other UP updates on the pandemic, please keep an eye
on your clickUP sites and https://www.up.ac.za/coronavirus-updates.

Contact information

Position/Role Name Room email

Course
Coordinator, DR Francis Wasswa
Lecturer Nsubuga* GGM building RM 2-6 francis.nsubuga@up.ac.za

Lecturer Mr Mike Loubser* michael.loubser@up.ac.za

GGM building RM 2.8

*Please note that consultation requires prior appointment

Contact procedure

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 The students are requested to use the above provided email addresses to contact the lecturer.
Email addresses obtained from other sources may not work and we accept no responsibility for
failed communication in this regard. Please note that our additional responsibilities mean that we
may not be in the office at certain times. Please allow a reasonable amount of time for email
responses.
Any issues regarding ENV 101 should be dealt with through the course coordinator; only in
exceptional circumstances, may the Head of Department be consulted.

Administrative information
All module-related communication will take place during contact sessions and via clickUP
announcements. It is the student’s responsibility to attend contact sessions and to regularly review
the latest announcements in clickUP. You should also visit https://www.up.ac.za/coronavirus-
updates regularly for all UP news updates on the COVID-19 situation.

Departmental student matters (e.g. tutors, class representatives) are handled by Ms Lunga
Ngcongo lunga.ngcongo@up.ac.za, Geography Building 1-3.
Dean’s Office, ground floor of the NAS building, https://www.up.ac.za/faculty-of-natural-
agricultural-sciences/article/32486/office-of-the-dean, handles student administration (e.g.
registration, program change). Ms Rebeccah Khumalo rebeccah.chauke@up.ac.za is responsible
for the undergraduate programs in our department and Ms Dinah Bokaba
dinah.bokaba@up.ac.za for postgraduate programs.

Student finance matters, as well as general queries regarding university life and studying at UP
can be directed to the Student Service Centre (ssc@up.ac.za), ground floor of the Humanities
Building.
Contact details

Name Building and room Telephone Email address Consulting hours

number number
Module Francis Wasswa Geography 012 420 2532 francis.nsubuga@up.ac.za After lectures
coordinator & Nsubuga Building, Room 2-6
Lecturer
Module Mr Mike Loubser Geography 10.00 – 12.00
Lecturer Building, michael.loubser@up.ac.za Wednesday s
Departmental Lunga Ngcongo Geography 012-420 3536 lunga.ngcongo@up.ac.za 09:00-16:00
administrator Building, Room 1-3
Tutor(s) Jenna Pyle Geography U19010479@tuks.co.za Online
Building,
Gontse Motau Geography Charmainemotau82@gma Online
Building, il.com
Cindy Nzimande Geography cindynzimande07@gmail. Online
Building, com
Marissa Swart Geography U17012148@tuks.co.za Online
Building,
Busi Sebothoma Geography U13168232@tuks.co.za Online
Building,
Renee’ Grundling Geography Renee.grundling@gmail.c Online
Building, om
Academic Dr Mpho Mmadi Mathematics 012 420 6740 mpho.mmadi@up.ac.za 09:00-16:00
support Building, Room 1- Whatsapp (online at present)
29 0660658197
Mrs Chandre Dreyer Akanyang building 012 420 3096 Chandre.dreyer@up.ac.za 07:00-12:00
Whatsapp (online at present)
0660643923

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Credit map & Hours
Given that this module carries a weighting of 8 credits. It therefore follows you should spend an
average of 80 hours of study in total on the module (1 credit = 10 notional hours).
This includes time for lectures, assignments, projects, tests and exams. The scheduled contact
session covers approximately 10 hours per week, which means you should spend
approximately 7.4 hours per week on self-study time as calculated below.
● Calculation: 80 hours/7 week = 11.4 hours /week
● 11.4 hours – 4 hours contact time = 7.4 hours of self-study, assignments, projects and
practical per week.
The number of credits allocated to a module give an indication of the volume of learning
required for the completion of that module and are based on the concept of notional hours.

Important dates
Activity Date Coverage
Online test 1 29th March 2021 All Units covered prior to that date
Written Semester test 7th April 2021 All Units covered prior to that date
Online test 2 28th April 2021 All Units covered prior to that date
Sick test (optional) 5th May 2021 All
End of semester Exam 17th July 2021 All Units covered in the semester

Study materials

The recommended textbook for ENV 101 is:

Botkin and Keller (2007, 2008, 2009): Environmental Science: Earth as a Living Planet, 8th Edition,
John Wiley and Sons, ISBN: 978-0-470-04990. http://www.scribd.com/doc/166531008/Botkin-
Environmental-Science-Earth-as-Living- Planet-8th-Txtbk#scribd. You can get an electronic copy from the
library

The book is available at the specialist book stores (Van Schaik's and Protea) and the price is
between R500-R600, although it is not required that you purchase the book for this course it will
be to your benefit to have access to the relevant chapters. Please note that given the relevance
and nature of the topic, recently published material is freely available in many academic journals.
You are urged to browse the journal section of the library and the electronic journals on the
Academic Information Centre Web Page. Peer reviewed journal articles normally represent the
"cutting edge" of scientific research and are therefore more appropriate than textbooks; remember
that most textbooks are already "out of date" the day that they are published. While the Internet
does provide a substantial body of literature, please remember that much of the material is
qualitative and introductory. Sites such as UNEP, IPCC, IGBP, NASA, NOAA and the like are
relatively reliable.

Learning activities

Contact time and learning hours

ENV 101 carries a weight of 8 credits, indicating that a student should spend approximately 80 hours
to complete the module (including time spent preparing for tests and examinations). Therefore, you
should devote MORE THAN 10 hours of study time per week to this module.

Contact sessions

Contact sessions for this course will take place at the times and venues indicated below
commencing on 15 March 2021.

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Hatfield

Day Time Activity Venue

Monday 12:30 - 13:20 Lecture Te water hall
Wednesday 14:30 - 15:20 Lecture Muller hall
Friday 11.30 –12.20 Lecture Te water hall
Tuesday 08:30 - 09:20 Tutorial South hall

Telematic teaching

This course has been placed on ClickUP and can be accessed through the\MyTUKS Login" link
on the University of Pretoria Home Page. Questions must be raised in class in order to ensure
that everybody has the benefit of the feedback. The ClickUP site will have details regarding
lectures, resource material, and any other pertinent course related administration. It is the
responsibility of the student to ensure that they have access to ClickUP.

Assessment policy and approach

The assessment of the course is based on an evaluation of class tests, and an examination. The
specific mark allocation appears below in the \Assessment and Examination Criteria" section of
this guide. In order to pass the course students are required to achieve a final mark of 50%. If a
student does not achieve 50%, he/she will be required to repeat the course in the following year
(see Section 6.2 in the Faculty Regulations Yearbook).

Plagiarism warning

You are warned not to commit plagiarism in any shape. Plagiarism includes inter alia the direct
copying of someone else's work, whether published or not, including material that appears on the
Internet, without due acknowledgement and the citing of the source. You are also warned that
extensive use of the work of others in the form of direct quotes is not only unacceptable but in
certain instances can also constitute a form of plagiarism. Plagiarism is both unethical and illegal
and may be regarded as a criminal offence in terms of the Copyright Act 98 of 1978. The
University of Pretoria places a high premium on its academic standards and subscribes to a value
system that requires strong action against plagiarism. Being regarded as a serious contravention
of the University's rules, plagiarism can lead to expulsion from the University. For more
information, see: http://upetd.up.ac.za/autors/create/plagiarism.htm. Or visit the library’s website:
http://www.library.up.ac.za/plagiarism/index.htm.
General

Because of the high value of academic work and the demands made by lecturers and students,
it is expected that students will have the necessary academic disposition and motivation towards
work so that lecturers will not need to \drive" or \spoon-feed" them. Every student is expected to
be self-disciplined, and display academic dedication, scientific excellence and scholarship.
Sometimes students only rely on the slides; just remember that slides guide you in further reading.
Students are the vehicles through which the Department displays its products at local, national
and international level. The quality of its products are cherished and jealously guarded.
Attending lectures is the responsibility of a student. In each lecture an attendance record shall be
taken. It is your responsibility that a record of your attendance is noted. Any discussion or
diversion or misinterpretation that may arise during the study shall first be ascertained by the trend
of attendance. All theory lectures and tutorial sessions are compulsory for all students. Any
module clashes must be eliminated by the third week of the semester unless written, signed and
stamped authorisation from the Head of Department is submitted to the lecturer before then.

7
Take note “at least 75% class attendance” plus “completion of all practical assignments and
tests” are requirements for admission to the ENV 101 final examination.

Class representatives

Lecturers will facilitate the election of one or two class representatives, depending on the class
size. Voting is done by majority vote of those present via a clickUP survey. The system of class
representation is an important component of student governance and communication. It serves
as a two-way communication channel between students and lecturers.

Code of conduct

As you prepare for the world of work by attending at this university, you should adhere to the
code of conduct in terms of the following minimum standards.
- To successfully complete this module, you will have to apply yourself, work diligently,
submit all assessments and attend theory and practical sessions.
- For all contact sessions I expect you to arrive on time, to pay attention and do not talk
when a lecturer is talking, or a student asks a question.
- You are expected to come to lectures sessions prepared and to take responsibility for
your own learning.
- Do ask questions and participate in discussions and activities – you will learn by
participating in these – but never laugh or make rude comments when someone else is
asking a question.
- Use technology only for learning.
- Pay attention until the end of each contact session.
- Ultimately, you are expected to respect the lecturer, as well as your fellow students.

Communication via email

Only send emails during office hours (08:00-16:00). Emails received on weekends will only be
answered on the subsequent Monday. When you send an email, you have to use a respectful
tone and include all the following aspects:
● A clear and explanatory subject line (e.g. “Submission of sick note – P Mduli”);
● Your full name and surname at the end of the mail;
● Your student number;
● The module involved; and
● Short and clear message.

1.1 Compliments and complaints

You are more than welcome to express your appreciation to your lecturer or tutor and supply
feedback about aspects of the course that you enjoy and find valuable.

If you have a query or complaint, you have to submit it in writing with specifics of the issue or
the nature of the complaint. It is imperative that you follow the procedure outlined below in order
to resolve your issues:
1. Consult the lecturer concerned about your complaint/concerns.
If the matter has not been resolved,
2. Consult the class representative (The primary function of the Class Representative is
to serve as a two-way communication channel between the class and the lecturer).
If the matter has not been resolved,

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 3. consult the module co-ordinator (large modules with multiple lecturers)
If the matter has not been resolved,
4. consult the Head of Department
If the matter has still not been resolved,
5. consult with the Dean of the Faculty

2 Student support
The University of Pretoria supports you in various ways free of charge. For academic support contact the tutors
allocated to the module (see section 2.1), and/or the Faculty Student Advisor (see section 2.1).

FLY@UP: The Finish Line is Yours

● Think carefully before dropping modules (after the closing date for amendments or cancellation of
modules).
● Make responsible choices with your time and work consistently.
● Aim for a good semester mark. Don’t rely on the examination to pass.

FLY@UP:
FLY@UP encourages students to make use of the www.up.ac.za/fly@up
The Finish
available UP resources in order to finish their degrees in
Line is
the shortest possible time. email: fly@up.ac.za
Yours

For academic support

● Contact the tutors allocated to the module (see section 2.1), and/or
● Contact the Faculty Student Advisor (see section 2.1).

Academic support
Goal setting & motivation Individual consultations and workshops
Adjustment to university about
Faculty student
life - Time management
advisors
Test / Exam preparation - Study methods
Stress Management
Career exploration
For e-learning support
● Report a problem you experience to the Student Help Desk.
● Approach the assistants at the help desks (adjacent to the Student Computer Laboratories in IT Building,
NW2, CBT, etc).
● Visit the Open Labs situated in the Informatorium Building to report the problem at the offices of the
Student Help Desk.
● Call 012 420 3837.
● Email studenthelp@up.ac.za

Safety in the evening: Green Route

● From 18:00 till 06:00 Security Officers are available to escort you (on foot) to and from your residence or
campus anywhere east of the Hatfield campus through to the LC de Villiers terrain.
● Departure point is next to the ABSA ATM next to the Merensky Library.
● Phone the Operational Management Centre if you need a Security Officer to fetch you from the residence
to the campus.

See Addendum A for more support services

2.1 Articulation with other modules in the programme

This module teaches you about the impacts of human activities on natural resources, the role
played by the environment in shaping human activities and sustainable ways through which our
physical environment can be sustainably utilised. Successful completion of this module provides
a concrete background for understanding the social, economic aspects in disciplines of

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geography, meteorology and geo-informatics. It should also be borne in mind that many social
sciences and sciences are important to environmental science. As a student, you have the
opportunity to develop sufficient disciplinary depth to equip you for graduate school or for a
career.

Module structure
This module consists of 20 contact sessions, in the form of lectures, and requires a minimum of
80 notional hours on behalf of the student. The lecture structure is broken down into various
sections and subsections elaborated upon below.

Lecture 1: Introduction and admin issues

The first lecture covers administrative arrangements related to the course. These include the
overall structure of the course, the assessment process as well as any other clarifications on
administrative aspects prior to the commencement of the course. Learning objectives are not
delineated, since this is not a lecture related to the academic content of the course.
Lecture 2: Key themes in environmental science
The course starts with an overview of the key concepts within environmental science. This serves
as a broad introduction to the focus areas of environmental sciences such as human population
growth, urbanisation, how humans attach value to the environment, and an overview of how
science operates.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Name and discuss the basic concepts related to human population growth and link
them to famine and food crises
2. Describe the basic concepts associated with sustainability
3. Discuss how human and natural processes can transcend national boundaries
4. Relate human population growth to the changes in urbanisation
5. Name, describe and provide examples of the different types of justifications used to
attach value to the environment
6. Discuss the basic principles associated with the scientific process

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Lecture 3: Complex systems
This theme introduces the student to the fundamentals of systems. A systems view of nature is
useful in understanding how the various components of nature are dependent on each other as
well as how human influences can propagate through natural systems. Important topics such as
system responses and system feedback are also discussed.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Define and provide examples of systems
2. Describe and discuss open and closed systems
3. Distinguish between static and dynamic systems
4. Discuss and graphically illustrate the different types of open systems
5. Discuss the concept of storage and residence time within a system
6. Describe the concept of \balance in nature" with the context of systems
7. Name and discuss the different types of feedback and system responses that can occur

Lecture 4: Ecosystems
As a start the concept of an ecosystem is discussed in terms of its building blocks, the flow of
energy and nutrients, as well as some basic ecosystem processes such as ecosystem dynamics.
An understanding of these is vital if human disturbances in the environment are to be viewed in
the proper context.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Distinguish between \ecosystem structure" and \ecosystem processes"
2. Discuss the concept of ecological communities in detail
3. Explain how ecosystems within the context of how systems function (see L03) with
particular emphasis on the cycling of elements and the flow of energy
4. Name and describe the concepts related to biological production and biomass
5. Discuss the concept \energy efficiency" in particular how it relates to the flow of energy
in ecosystems
6. Explain the concepts of \ecological stability" and \ecological succession"

Lecture 5: Biological diversity

Biological diversity is an important concept within environmental sciences. In the lecture this
concept will be elaborated upon by focusing on what types of diversity exists within nature, and
how this diversity developed through the process of evolution. The processes between species
within a biological diverse environment are also discussed.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Discuss the terminology associated with biodiversity
2. Distinguish between species richness, evenness and dominance
3. Discuss the concept and process of biological evolution
4. Name and discuss the different types of species interaction that takes place
5. Discuss how climate, geography and geology in influences biological diversity

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Lecture 6: Introduction to human population
Given the pressures exerted on natural systems by human population growth, it is important to study
this concept in more detail. This section focuses on the key concepts of human population growth
such as the concept of growth rate, the various stages that the human population goes through, key
concepts in demography, and the concept of the demographic transition.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Describe the basic concepts associated with human population studies
2. Describe the different stages of human population history
3. Name and describe the three main theories governing population growth
4. Relate the concepts of a population's age structure to population growth
5. Explain the demographic transition
6. Discuss the impact of population on the environment and how consumerism influences
our ecological footprint

Lecture 7: Cities as environments

Considering the importance of cities, as places were human population is concentrated, it is
important to discuss their role within the environment. This is done by considering both how cities
can serve a positive role as habitats for other fauna and flora as well as the negative impacts of
cities on natural systems.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Discuss the basic concepts associated with cities
2. Explain how cities can be viewed as a system and, more specifically, how they can be
viewed as ecosystems
3. Discuss the environmental consequences associated with pollution in cities

Lecture 8: Environmental economics

Environmental economics makes the student aware of the economic aspects associated with the
natural environment. These include the economic benefits that humans obtain from the
environment, such as ecosystem services and resource use, as well as the negative impacts on
the environment driven by economic considerations, such as the tragedy of the commons and
exploitation.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Discuss the basic concepts associated with environmental economics
2. Explain, with examples, what public service functions nature offers
3. Explain the concept of \tragedy of the commons"
4. Discuss the relationship between the growth rate of a species and its exploitation
5. Explain the concepts of \externalities" and \risk-benefit analysis"
6. Discuss what is meant by valuing the beauty of nature as well as valuing the future

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Lecture 9: Materials management
Following an understanding of the economic benefits contained within the environment, it is
important to study the use of resources by society in more detail. This section covers aspects
such as the types of resources as well as the environmental impacts associated with extraction
and use.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Discuss the basic concepts of materials management
2. Explain the goals of materials management
3. Discuss the concept of mineral resources
4. Discuss the environmental and social impacts associated with using mineral resources
5. Discuss what waste management entails
6. Discuss strategies for pollution prevention

Lecture 10: Biogeochemical cycles

Biogeochemical cycles, broadly speaking, refers to the pathways that certain chemicals take
through the environment. These pathways are discussed at the hand of specific examples such
as the rock cycle, hydrological cycle and the carbon cycle to name a few. This section should re-
emphasise the systems concepts discussed earlier by making the student aware of the inter-
connectivity of environmental processes.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Discuss both the basic and general concepts associated with biogeochemical cycles
2. Discuss the tectonic, hydrological, rock, carbon and phosphorous cycles

Lecture 11: Effects of agriculture on the environment

Society is dependent on agricultural activities in order to provide food for an ever-growing
population. The environmental impacts of this activity are explained by discussing the types of
agriculture that is practiced as well as the intimate relationship between human survival and these
activities. Selected impacts of agricultural practices on the environment are also discussed and
concepts established earlier, such as systems and population growth, are further elaborated
upon.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Discuss the basic concepts of agriculture
2. Explain the relationship between the human population, including population growth,
and agricultural practices
3. Describe a basic soil pro le
4. Discuss the impacts of agricultural practices on ecosystems, soil, and water resources
5. Describe soil erosion in the context of systems theory
6. Discuss the environmental impacts of fertilisers, pesticides and genetically modified
organ-isms

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Lecture 12: Environmental health, pollution, and toxicology

As the name implies this section deals with health aspects, specifically those that influence
humans. Key concepts such as pollution, contamination, environmentally transmitted infectious
diseases and pollution are discussed in more detail. These are then related to health responses
within individuals.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Discuss the basic concepts associated with environmental health, pollution and
toxicology
2. Explain how the concept of \synergism" relates to health impacts
3. Understand how the amount of pollution in a system is expressed
4. Name and describe the various categories of pollutants
5. Discuss the general effects of pollutants and how organisms respond

Lecture 13: Environmental observations and monitoring

This section introduces community science activities that are used to monitor and observe the
environment using Globe Learning to Benefit the Environment (GLOBE) protocols. GLOBE is a
science and education program that connects a network of students, teachers and scientists from
around the world to better understand, sustain and improve Earth's environment at local, regional
and global scales. An introduction to the GLOBE Program and a description of the GLOBE
Investigation areas are dealt with.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Identify learning resources and community science opportunities.
2. Describe why students apply GLOBE protocols when collecting data.
3. Identify the 4 GLOBE investigation areas as parts of the Earth system.
4. Know how to become a GLOBE teacher/trainer and start using GLOBE in your
classroom.

Lecture 14: Fossil Fuels

This section focuses on the use of fossil fuels within South Africa with emphasis on its use to
generate electricity. The formation of fossil fuels is also discussed as well as the environmental
consequences of the continued use of fossil fuels.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Explain the concept of energy efficiency.
2. Distinguish between the different types of coal and their respective energy contents.
3. Explain how a typical coal fired power station works.
4. Explain how coal and oil form through natural processes.
5. Discuss the use of coal as a source of electricity within South Africa.
6. Discuss the environmental consequences of using coal as a fuel source.

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Lecture 15: Solar Energy
This is the first of two themes concerning the use of alternative energy resources within the South
African context, specifically within the framework of the IPPPP. In this lecture the use of solar
energy, and the associated technology, is discussed. The environmental consequences of this
technology is also discussed.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Differentiate and discuss the four main types of solar energy used within South Africa
(photovoltaics, parabolic trough collectors, solar power tower and solar water heaters).
2. Describe the extent to which South Africa's environment benefits or limits the use of
solar power.
3. Discuss the environmental consequences of solar power.

Lecture 16: Energy from wind and water

This is a continuation of the section on alternative energy where the principles and applications
of wind power and hydropower are discussed.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Explain the principles behind wind power and the environmental consequences of this
type of activity.
2. Explain the principles behind hydropower and its associated environmental impacts.

Lecture 17: How we obtain and use water

The focus of this section is to identify and discuss the main sources of water used by society in
terms of the characteristics of the source and potential environmental impacts associated with its
use. Conservation of water resources is also discussed.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Name the characteristics of water which makes it a unique liquid
2. Discuss the different sources of water and their characteristics
3. Discuss the relationship between surface stream and groundwater resources
4. Name and describe the environmental impacts of dams
5. Name and describe the ecosystem functions offered by wetlands
6. Name and describe the different types of water use and put it in context of the Aral
Sea case study
7. Explain the application of water conservation in agriculture and domestic use
8. Discuss the relationship between sustainability and water use

Lecture 18: Water pollution

There are too many types of water pollution to cover all in detail in this course. Therefore, water
pollution will be discussed at the hand of key examples associate with mining, agriculture and human
waste. The basics of waste water treatment and reuse is discussed.

15
 Learning Objectives
Upon completion of this section, the student should be able to:
1. Discuss the concept of \water pollution"
2. Explain the main types of water pollution (biological oxygen demand, pollution by
nutrients, acid mine drainage, waterborne diseases, and saltwater contamination)
3. Discuss the process of wastewater treatment
4. Explain the concept of \water reuse"

Lecture 19: Air pollution

In this section the characteristics of the atmosphere is discussed as well as the overall types of
atmospheric impacts associated with human activity. Common air pollutants and their associated
effects are discussed in more detail as well as strategies to mitigate the negative impacts.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Discuss the basic concepts of atmospheric pollution
2. Explain the general effects of pollution
3. Name and describe the different types of air pollution
4. Discuss some of the common air pollutants (sulphur dioxide, nitrogen oxides, carbon
monoxide)
5. Discuss the concept of \air toxics" and provide suitable examples
6. Describe the different types of smog
7. Explain approaches for controlling pollutants
8. Discuss the process of stratospheric ozone depletion
9. Explain what is meant by indoor air pollution

Lecture 20: Global warming

Global warming is a buzzword within environmental literature. This section discusses the methods
we employ to determine whether climate change is occurring, the natural causes for climatic
change and the mechanism upon which the greenhouse phenomenon is based.

Learning Objectives
Upon completion of this section, the student should be able to:
1. Distinguish between weather and climate
2. Describe the basic concepts related to atmospheric processes
3. Name and discuss the various approaches used to study the climate
4. Explain the concept of \climate change" and it's causes (both natural and man-made)
5. Explain how the greenhouse effect works
6. Describe the potential environmental effects of the greenhouse effect and how people
can adjust to them

16
 Hatfield1 course calendar
Date Day Theme Lecturer
15 March Mon Introduction, module layout and FNW
expectations
16 March Tues Key themes in Environmental Science FNW

17 March Wed Complex systems FNW

19 March Frid Ecosystems FNW

22 March Mon Public holiday in terms of legislation RSA

23 March Tues 1st Tutorial –GRP 1 (South Hall) Video (ecosystems and Biodiversity Q&A

24 March Wed Biological diversity FNW

26 March Frid Introduction to human population FNW

29 March Mon 1st Online test (25%) Open (9.00 – 18.00)

29 March Mon Cities as environments FNW

30 March Tues 1st Tutorial GRP 2 (South Hall) Video (ecosystems and Biodiversity) Q&A

31 March Wed Environmental economics FNW

2 April Frid Good Friday RSA public holiday

5 April Mon Family day RSA public holiday

6 April Tues 2nd Tutorial GRP 1(South Hall) Interpreting questions and answer techniques, diagrams,
photographs and constructing graphs. Use of answer sheet)
Q&A
7 April Wed Materials management FNW
7 April Wed Written test 17.30 – 20.00(venue- Hatfield, Thuto 1-1 and 1-2 (to be
confirmed)
9 April Frid Biogeochemical cycles FNW
12 April Mon Effects of agriculture on the environment FNW
13 April Tues 2nd Tutorial GRP 2 (South Hall) Interpreting questions and answer techniques, diagrams,
photographs and constructing graphs. Use of answer sheet
14 April Wed Environmental health, pollution, and FNW
toxicology
16 April Frid Environmental observations and monitoring FNW

19 April Mon Fossil fuels FNW

20th April Tues 3rd Tutorial GRP 1 (South Hall) Question and answers- University standards

21st April Wed Solar energy FNW

nd
23 April Frid Energy from wind and water FNW

28th April Wed How we obtain and use water Open (9.00 – 18.00)
2nd Online test (25%)
30th April Frid Water pollution FNW
3rd May Mon Air pollution FNW
4th May Tues 3rd Tutorial GRP 2 (South Hall) Question and answers- University standards
5th May Wed Global warming FNW
7th May Frid Revision/ Sick test (optional) Hatfield (17.30 -20.00) venue to be communicated
17 July Sat End of Semester Examination-written 08.00

1
This calendar is only applicable to students attending class on the Hatfield campus. Students who attend on the Hatfield campus
should consult the Hatfield study guide

17
 Assessment and Examination Criteria
Assessment criteria: Work assessed for this course includes class tests and a formal
examination in July.

Class attendance

As laid out in Section 6 class attendance for students is compulsory. In situations where timetable
clashes do occur, the student needs to inform the relevant lecturer and provide a proof of
registration for the conflicting courses. Students are expected to “catch up" the material missed
and no repeat lectures will be provided. In the case of material presented online, students are
expected to take responsibility for working through the provided information at a consistent rate
throughout the course. Do not leave everything for the day before the test. University courses
operate at a higher intensity than high school ones and they are designed with the expectation
that you are learning the material at a steady pace.

Class tests

Three class tests are scheduled for this course. Two of them shall be online. These shall be
available for nine hrs, after 18.00pm, they will not be available (see schedule above). The written
tests will take place after hours (17.30 – 20.00hrs) and all students will be assessed in venues
that will be communicated after establishing the number of registered students. A special test can
only be awarded to students with valid medical certificates. The medical certificate needs to be
provided to the relevant lecturer within 3 weekdays following the missed class test (see
addendum). Please note that the special test may either be a written or oral test, at the discretion
of the lecturer.
The dates and times for the class tests and online tests are indicated above, highlighted in
green.

The class tests will consist of two sections. Computer based tests (CBT) shall consist of either
multiple choice questions, hotspot questions, or matching questions. This section tests the factual
knowledge associated with content and the student will be asked to either identify specific facts
or concepts and some applied questions (i.e. questions that require the student to apply learned
knowledge to new, unfamiliar, or hypothetical scenarios) can also be asked.

The written part of the test consists of written essay-type questions. Questions in this section
requires the student to move beyond factual knowledge and students will have to demonstrate
their ability to discuss issues or concepts in a coherent fashion with the use of suitable figures or
examples depending on the requirements of the specific question.

It is important for students to realise that an individual question can span multiple themes covered
in this course. For example, students can be expected to discuss how factual knowledge learned
in one theme can serve as an example of a concept learned in another theme. Such questions
relate to the nature of the topic under study which, as will become evident during the course,
consists of interlinked systems where one aspect of the environment impacts another.

Mark structure

Marks for the course are calculated based on Table 1 and Table 2. The year mark used in Table
2 is derived from the total calculated in Table 1.
Written Class test (1) 60%
Online tests (2) 40% Year Mark 50%
Exam Mark 50%
TOTAL 100% TOTAL 100%

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Table 2: Calculation of year/semester mark Table 3: Calculation of final mark

Examination

Preliminary date for the semester exam is 17 July 2021; this date will be confirmed to you
in time. It is essential that the examination timetables on the general notice board and
clickUp system be consulted two weeks prior to the commencement of the examinations,
in order to ascertain whether any changes or amendments have been effected. The
examination will comprise a choice of questions, some short, and some essay- type.

Exam requirements

Please note that this course falls under the regulations set forth by the Faculty of Natural and
Agricultural Sciences. As such, you are referred to the exam requirements outlined in the
appropriate faculty guide for details regarding exam entrance as of 2021. The appropriate
yearbook can be downloaded from the university's website. To be admitted to examination, for all
first-semester modules at the 100-level you must obtain a semester mark of at least 30%; for
all other modules you must have a semester/year mark of at least 40%.

Supplementary examinations

According to Faculty of Natural and Agricultural Sciences Under-graduate Regulations (2021) for
details concerning the assessment of supplementary examinations. Students with the following
criteria can be considered for admittance to a supplementary examination:
Final mark between 40% and 49%
Final mark above 50% but an examination mark below 40%

Special supplementary examinations are not arranged for students who are unable to write the
examinations at the times and venues scheduled for supplementary examinations. (Also consult
Reg.G.12).

Special requirements

Students that have special examination/class test requirements (e.g. requiring additional time)
have to inform the lecturer a minimum of 5 working days prior to the examination/class test so
that arrangements can be made. Students have to bring a letter from the appropriate faculty office
(disability unit) confirming their special requirement. Students are requested to communicate
with Division of student Support (0124204281/0124202582) regarding all matters pertaining to
special needs.

Sick exam in the case of summative examination

If you are prevented from preparing for an exam, or from sitting for it, owing to unforeseen
circumstances or illness, you must apply to the dean for a sick exam (aegrotat) within three
days of the exam that you missed AND inform the module coordinator that you have submitted
the application. Note that the module coordinator cannot grant you a sick exam, only the dean
can.

Mark queries
Marks shall be published within reasonable time after an assessment. We aim to publish them
before the next assessment of the same kind takes place but for large classes this may be difficult.
You may query the mark for your assessment on the day when the marks are discussed in class
and/or on the day of perusal. Strictly, no mark queries after that!

19
 Important notice regarding abuse of affidavits and sick notes

Valid original sick notes are accepted if issued by a medical doctor registered at the Health
Professions Council of South Africa (HPCSA). The only other type of sick note that is accepted
are those issued by an Advanced Practice Nurse (a registered nurse with a postgraduate
qualification) as determined by the South African Nursing Council who has a BHCF practice
number, provided that the diagnosis falls only within their specific field of specialisation.

An affidavit will only be accepted if supported by substantiating documentation, e.g. case report
or criminal charge with case number obtained from a police station, valid medical certificate for
injuries, a death certificate for a funeral, etc. Please note that submission of fraudulent sick notes
and affidavits is a criminal offense, which will lead to disciplinary action and may result in
dismissal.”

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 Addendum A: Support services
Please download a QR code reader on your cell phone. To download a QR code reader open your mobile app store
(App Store, Google Play or Windows Marketplace) and search for QR code readers.

Student Provides counselling and therapeutic 012 420 2333

Counselling Unit support to students. studentcounselling@up.ac.za

012 420 5233

Student Health Promotes and assists students with health
Services and wellness.
012 420 3423

careerservices@up.ac.za
Provides support for UP students and
The Careers
graduates as they prepare for their
Office 012 420 2315
careers.

012 420-2310
24-hour Operational Management Centre
012 420-2760
Department of
Security Services 24-hour Operational Manager cell
083 654 0476
Crisis Line
0800 006 428

Enquiries concerning studies, 012 420 2371/4001

Department of
accommodation, food, funds, social Roosmaryn Building, Hatfield
Student Affairs
activities and personal problems. campus

Centre for
Identifies and provides training of student
Sexualities, AIDS 012 420 4391
peer counsellors.
and Gender

012 420 2064

Provides specialised services to students
Disability Unit www.up.ac.za/disability-unit
with disabilities.
email: du@up.ac.za

http://www.up.ac.za/enquiry
Fees and funding 012 420 3111
www.up.ac.za/fees-and-funding

012 420 3051

IT Helpdesk For student IT related queries
studenthelp@up.ac.za

21