Transcript
IM Syllabus (2015) : Environmental Science
IM SYLLABUS (2015)
ENVIRONMENTAL SCIENCE
SYLLABUS
1
IM 11
IM Syllabus (2015) : Environmental Science
Environmental Science IM 11
(* Available in September)
Syllabus
1 paper (3 hours)
Introduction
The syllabus is meant to offer an opportunity for candidates that may not have prior knowledge of
science, to study a range of environmental issues from a scientific perspective. Although other
dimensions (such as social, cultural, economical and political aspects) may be considered, the
programme primarily seeks to provide scientific knowledge and understanding enabling the candidate
to review environmental issues more objectively. This would enable them to assess the dimension of
the issue and to consider alternative strategies for its resolution. The programme seeks to provide basic
environmental literacy for candidates who would later pursue a wide variety of careers but it is also
meant to encourage and provide basic knowledge to others who would opt for careers directly related
to the environmental field.
To promote a more holistic framework of environmental issues, the approach adopted must necessarily
be interdisciplinary, involving inputs from various fields related to the issues being studied. While
ensuring that the programme provides a global perspective, candidates should also be familiarised with
the local and regional dimensions of the environmental issues being studied.
Aims
The programme seeks to help candidates to:
acquire and apply scientific knowledge about environmental issues so as to understand the
underlying scientific concepts,
develop a deeper understanding of environmental issues by relating scientific knowledge with
other perspectives,
acquire the necessary problem-solving skills that would enable them to examine and propose
alternatives to a variety of environmental problems,
develop pro-environmental values and attitudes that foster environmental responsibility, and
critically evaluate their attitudes, behaviour and values and consequently adopt a more
sustainable lifestyle.
Scheme of Assessment
The syllabus will be examined by a one three-hour paper. The paper will consist of two sections.
Section A will comprise a number of short answer questions. This section carries 80 marks. Section B
carries 40 marks and will contain six structured/essay type questions. Candidates are expected to
answer all questions from Section A and to choose two questions from Section B.
Grade descriptions
Grade A
Grade C
Grade E
The candidate demonstrates overall
above average ability in dealing
with environmental situations.
The candidate demonstrates
average ability in dealing with the
environmental situations presented.
The candidate demonstrates very
limited ability in handling the
environmental situations presented.
More specifically, candidates are
likely to be able to demonstrate the
ability to:
More specifically, candidates are
likely to be able to demonstrate the
ability to:
More specifically, candidates are
likely to be able to demonstrate the
ability to:
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IM Syllabus (2015) : Environmental Science
1. master all the scientific facts
and principles related to the
environmental issues tackled by
the syllabus.
1. master most of the scientific
facts and principles related to
the environmental issues
tackled by the syllabus.
1. understand only the very basic
scientific facts and principles
related to the environmental
issues tackled by the syllabus.
2. recall a wide range of scientific
facts and principles and shows
that s/he understands their
significance in dealing with
environmental problems.
2. recall a good number of
scientific facts and principles
and handle satisfactorily most
of the environmental problems
presented.
2. recall the basic scientific facts
and principles and have a
limited ability in using this
knowledge to solve
environmental problems.
3. demonstrate above average
ability at interpreting correctly
any scientific information
presented about an
environmental situation.
3. demonstrate average ability at
interpreting scientific data
related to an environmental
problem.
3. very weakly interpret scientific
data related to an environmental
problem.
4. fully recognise the extent of an
environmental problem and
suggest a wide variety of
feasible alternatives in its
resolution.
4. recognise the extent of an
environmental problem
presented and present at least
some feasible alternative for its
resolution.
4. recognise the extent of the
environmental problem
presented but cannot offer any
alternative for its resolution.
5. very evidently show that s/he is
very well informed about
current environmental issues
and how the local and global
community is reacting to the
situation.
5. show that s/he is reasonably
informed about current
environmental issues and how
the local and global community
is reacting to the situation.
5. show very poor or limited
interest and knowledge about
current environmental issues
and about how the local and
global community is reacting to
the situation.
6. show above average ability in
skills related to presentation of
ideas particularly in essay
writing.
6. show average ability in skills
related to presentation of ideas
particularly in essay writing.
6. show very limited ability in
skills related to presentation of
ideas particularly in essay
writing.
Subject Content
Sustainable development is a cross-cutting theme throughout this syllabus. It is defined as
“development that meets the needs of the present without compromising the ability of future
generations to meet their own needs” (Brundtland Report, 1987) and evidences an increasing
interest and concern about the management of environmental resources worldwide. Whereas
sustainable development remains an almost abstract concept that is never straightforward to
implement, it is broadly described in terms of striking the right balance between economic
growth, improved social welfare and environmental protection. A greater understanding of the
themes outlined in this syllabus requires an appreciation of sustainable development
principles.
Part A. BASIC SCIENTIFIC CONCEPTS
Basic Scientific Concepts are introduced at a level that will make it possible for candidates to
understand and follow the subject matter presented in this syllabus.
These concepts will not be directly examinable, but the candidate’s understanding of the
applicability of the scientific principles listed will be tested through questions set on the other parts
of the syllabus.
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IM Syllabus (2015) : Environmental Science
Topic
Subject Content
Knowledge expected
Nature and
organisation of
matter
States of matter and their
dependence on temperature.
Matter can exist in the solid, liquid and gas form and
that these three states are interchangeable as a result
of changes in temperature. Matter is made up of
elements, compounds and mixtures.
Atomic nature of matter.
The main atomic constituents are protons, neutrons
and electrons. An understanding of the relationship
between atomic particles, atomic mass and atomic
number.
Unstable atoms and radioactivity.
Atoms of some elements are unstable and as result of
their instability they break down and release energy
in the form of radioactivity. The positive use of
radioactivity as an energy source.
Formation of compounds
Elements are able to combine and form compounds
by reacting together.
The importance and profusion of
the molecules of carbon.
The main organic chemicals, including naturally
occurring materials. Candidates should be able to
explain polymerisation and the formation of large
molecules (e.g. proteins, nucleic acids
polysaccharides and synthetic substances). The great
importance of organic compounds.
Chemical changes and conservation
of matter.
A chemical change takes place when compounds are
formed. Elements that combine to form compounds
have not been destroyed, but are conserved in another
form. Candidates are expected to be able to use and
balance chemical equations in representing chemical
change in a qualitative and quantitative manner in
order to understand the concept of conservation of
matter and the concept of the Mole.
Candidates are also expected to be able to work out
simple calculations on reacting masses using Moles.
Energy and
energy flow
Important chemical processes.
The different types of chemical processes
(combustion, precipitation and neutralisation)
Energy changes accompanying
chemical reactions.
Formation and breakdown of compounds by
chemical reactions is accompanied by energy
changes, which might be exothermic or endothermic.
Acidity and the pH scale.
Chemicals are either acidic, alkaline or neutral. The
use of the pH scale to measure the acidity, alkalinity
or neutrality of a substance. (The mechanics and
actual meaning of the units 1- 14 is not required).
Important elements and compounds
The chemical formulae of the following: Lead Pb;
Oxygen gas O2; Nitrogen gas N2; Mercury Hg;
Methane CH4; Sulphur Dioxide SO2; Nitrogen
Dioxide NO2; Ozone O3; Silicon Dioxide SiO2;
Water H2O; Carbon Dioxide CO2; Glucose C6H12O6;
Ammonia NH3; Carbon Dioxide CO2; Calcium
Carbonate CaCO3; Sodium Chloride NaCl.
Forms of energy
Different forms of energy: potential (chemical,
nuclear, and gravitational), solar, kinetic and heat.
Energy and power and their units.
Energy as the ability to do work and measured in J
(joules). Power as the rate of energy use and
measured in W (Watts) or Js-1 (Joules per second).
How energy consumption is measured in kWH.
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Topic
Subject Content
Knowledge expected
Energy and
energy flow
(cont…)
Energy and its transformation.
The sun as the major source of energy.
Photosynthesis as a process through which light
energy is transformed into food energy which is
taken up by animals.
Energy transformations that must take place in order
to use the energy stored in fossil and nuclear fuels.
Comparison of the efficiency and losses of the
different types of power plants (nuclear, fossil fuel,
and solar). Candidates are also expected to be able to
work out simple calculations on energy
transformations applying the following formulae:
PE = m g h
KE = ½ m v2
Efficiency = Output x 100
Input
q=mcθ ( or q=mcΔT)
The cellular basis
of life. Cells and
types of cells.
DNA and
heredity.
Electromagnetic spectrum.
The relationship between wavelength and frequency
of radiation (V = f λ). The electromagnetic spectrum
as a continuous range of radiation ranging from low
energy waves to high energy waves. Candidates must
also understand that all waves have similar properties
and travel at the same speed and that the difference is
only in the frequency and wavelength.
The cell as the basic unit of living
things.
Differences between prokaryotic and eukaryotic
cells. The great complexity of a cell. The presence of
organelles in the cytoplasm and the role of the main
organelles (nucleus, cell membrane, cell wall, and
chloroplasts). Differences between plant and animal
cells.
Cell differentiation to cater for
specialisation
Awareness of the presence of different cells that cater
for different functions
Presence of chromosome in cells.
DNA as the blueprint of life.
DNA as a double-helix shaped molecule containing
compounds that act as codes which determine all
bodily functions. DNA’s ability to replicate itself
leading to transmission of genetic material. (Details
of replicating process are not necessary.) DNA’s
proneness to mutations - bringing about an alteration
of the genetic code (with beneficial, bad or neutral
effects).
Cell division – Important
differences between Mitosis and
Meiosis
Mitosis takes place in somatic cells and produces
identical cells resulting in growth or cell replacement.
Meiosis produces cells that will develop into
reproductive gametes with half the number of
chromosomes of parent cells. Detailed sequences of
events which take place during these two processes
of cell division are not required.
Types of variation: inherited and
environmental.
Variations that provide an advantage to organisms
over the pressures of the environment bring about an
evolutionary process resulting in a variety of life.
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IM Syllabus (2015) : Environmental Science
Part B. THE PHYSICAL ENVIRONMENT
Topic
Subject Content
Knowledge expected
The Lithosphere
Introducing Earth
The Earth’s place in Space: the Earth as one of 8
planets orbiting the Sun, the Sun as a star in a galaxy,
the galaxies forming the Universe. The formation of
the solar system.
Earth’s internal structure
Inner and outer core; the mantle and convective
currents in it; the lithosphere as a thin and shifting
crust floating over the asthenosphere.
Plate tectonics
Converging, diverging and conservative plate
boundaries. Knowledge about paleomagnetism is not
required.
Earthquakes and earthquake belts; volcanism,
mountain formation, ocean trenches and mid-ocean
ridges as a process of plate tectonics.
Candidates should be familiar with the following
terms: epicentre, focus, magnitude and intensity of
earthquakes.
Rocks and minerals
The difference between rocks and minerals.
Classification of rocks as igneous, sedimentary and
metamorphic.
The rock cycle.
An understanding of the rock cycle in terms of
weathering, erosion, transport and sedimentation,
volcanism, subduction and metamorphism.
Biogenic sedimentation.
Biogenic sedimentation exemplified by the formation
of Maltese sedimentary rocks.
Soil
Soil formation, composition and soil type
classification based on particle size.
Soil horizons (A, B, C) in relation to stratification,
water percolation, mineral content and root
penetration.
Soil type as exemplified by clay soil, sandy soil and
loam soil.
Types of Maltese soils: Terrarossa; Carbonate Raw
Soil (ash grey soil); Xerorendzinas.
Detailed descriptions of these soil types are not
expected.
The carbon cycle
Treatment should include fossil fuels as an integral
component of the carbon cycle.
The nitrogen cycle
Treatment should include the anthropogenic inputs of
nitrogen compounds to the soil.
The hydrologic cycle.
The hydrologic cycle in terms of precipitation,
interception, infiltration, ground water, run-off and
evaporation, together with the energy components of
the cycle - solar radiation and gravitational force.
The oceans – their composition and
stratification.
Relation of ocean stratification to temperature
variation with depth and the presence of a
thermocline. The variation of light intensity with
depth and the importance of the photic zone.
The
Hydrosphere
Candidates are expected to be familiar with the
meaning of the following terms: coastal zone, open
sea, photic zone, bathyal zone and abyssal zone.
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IM Syllabus (2015) : Environmental Science
Topic
Subject Content
Knowledge expected
The
Hydrosphere
(Cont…)
Tides
Simple understanding of tides in terms of the moon’s
gravitational pull.
Freshwater resources.
Strategies for providing adequate freshwater supplies
including surface and aquifer storage, and
desalination plants. An elementary treatment of
reverse osmosis is expected. The effects of overuse
and contamination of surface and groundwater.
Groundwater use in Malta.
The use of groundwater in Malta in terms of a simple
model of the Maltese groundwater dynamics, to
include the upper (perched) and lower (mean sea
level) aquifers.
Structure and composition of the
atmosphere.
The physical and chemical nature of the atmospheric
layers, especially the troposphere and stratosphere.
Only a brief awareness of mesosphere, thermosphere
and exosphere is expected. Candidates should be
acquainted with, but not memorise, the various
heights and temperatures associated with atmospheric
stratification.
Interactions of solar radiation with
the atmosphere. The effects of
ionising radiation on gases in the
atmosphere and living organisms.
The wavelength, frequency and intensity of radiation
at the outer limits of the atmosphere and at the
Earth’s surface.
Albedo, reflection and scattering of
radiation. The influence of gases
and water vapour on re-radiated
energy.
The greenhouse effect as a natural phenomenon.
The Earth’s overall radiation
budget.
The total energy received by the Earth from the Sun
is equal to that ultimately emitted back into space.
Candidates do not have to memorise actual values.
The formation and shielding effect
of the ozone layer.
Simple chemical equations for ozone formation and
destruction. Candidates should understand that these
two processes proceed at equal rates in nature.
Weather and climate.
Seasonal and diurnal variations in insolation.
Global circulation with reference to
global convection cells
The relation between the major circulation patterns:
polar cells, Ferrel cells and Hadley cells.
The Atmosphere
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IM Syllabus (2015) : Environmental Science
Part C: THE BIOSPHERE
Any coherent study of the natural environment requires a sound knowledge of the ground rules, which
regulate the varying abundances of organisms within habitats. At the end of this module, candidates
should be familiar with the basic processes that operate in all natural environments. Candidates are
expected to be capable of applying facts and principles learnt in this module to the resolution of
situations with which they may be unfamiliar.
This module adopts a bottom-up approach, proceeding from the dynamics of populations through
communities to ecosystems and biomes. Particular attention is to be paid to the recent dynamics of the
human population. The inherent complexity of the material in all of the units listed necessitates a
superficial treatment of each. Candidates would nevertheless be expected to have developed an
appreciation of how the functional units of the natural environment are interrelated. As far as
possible, candidates should also be able to cite locally occurring organisms and environmental issues.
Unit 1: The dynamics of biological populations
Topic
Subject Content
Knowledge expected
Factors
governing
population size
Natality
Mortality
Immigration
Emigration
Recruitment
Awareness that, in nature, population sizes are
generally in a state of stable equilibrium mediated by
interaction between various factors.
Limitations to
population
growth
Environmental resistance
Carrying capacity
Density-dependence and densityindependence in control of
population growth
An appreciation of these concepts is required for
interpretation of the population models which are to
be presented at a later stage. No mathematical
treatment of these concepts is required.
Selected models
of population
growth
Linear growth
Exponential growth
Sigmoid growth
Irruptive growth
Treatment should be mostly qualitative, Nevertheless,
candidates would be expected to handle simple
calculations concerning linear growth and
exponential growth. The ability to interpret
population cycles from all four models is also
expected.
Unit 2: The dynamics of the human population
Topic
Subject Content
Knowledge expected
Patterns of
growth of the
human
population
Growth patterns:
- during the Palaeolithic period
- during the Neolithic period
- throughout recorded history up to
the Industrial Revolution
- following the Industrial
revolution
Basic overview of changes throughout human history
and prehistory. No elaborate details of human history
are required, although candidates should be
acquainted with growth patterns throughout the
Palaeolithic period (500000 BP - 10000 BP),
Neolithic period (from 10000 BP) and following the
Industrial revolution. In all cases, candidates should
be aware of the main limitations on the growth of the
human population operating in each period of time.
Candidates should be familiar with recent patterns of
population growth but are not expected to memorise
any dates or landmark sizes of the population.
Crude birth and death rates
The use of crude birth rate, crude death rate and
doubling time in simple calculations is expected.
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IM Syllabus (2015) : Environmental Science
Topic
Subject Content
Knowledge expected
Patterns of
growth of the
human
population
(Cont…)
Approximate doubling time of an
exponentially increasing population
t=70/G (where G is growth rate as a percentage and t
is doubling time). The derivation of the relationship
between doubling time and growth rate of an
exponentially increasing population is not required.
Candidates should appreciate why birth and death
rates calculated in this way are ‘crude’.
Present patterns
of human
population
growth
Population growth in less
developed countries (LDCs)
Population growth in more
developed countries (MDCs)
Candidates are expected to be aware of the different
rates of growth in MDCs and LDCs and should also
be capable of suggesting reasons as to why this is so.
The implications of a high population growth rate on
food supply and on the exploitation of land should
also be stressed.
The
demographic
transition
Stage 1 (high birth rate and high
death rate)
Stage 2 (high birth rate and falling
death rate)
Stage 3 (falling birth rate and low
death rate)
Stage 4 (low birth rate and death
rate)
Stage 5 (death rate higher than birth
rate)
A brief overview of the probable changes in
population growth patterns with increasing economic
development. Candidates should be capable of
drawing and/or interpreting data, either graphical or
in tabulated form pertaining to a demographic
transition.
Age-gender
structure of
populations
Construction and interpretation of
age-gender diagrams
Awareness of the age structure of a growing
population, a stable population and a diminishing
population. Comparison between age structures of
LDCs and MDCs.
Use of age-gender diagrams for
predictions of future population
sizes and future needs of a
population.
Candidates should be capable of projecting the future
growth of a hypothetical population using age-gender
diagrams. Incidental reference to the main
implications of various patterns of population growth
is also expected.
History of population growth in the
Maltese Islands from the beginning
of the 20th century.
Candidates should be acquainted with patterns of
population growth in the Maltese Islands and should
be capable of interpreting age-gender diagrams for
the population of the Maltese Islands. (Age-gender
diagrams for the Maltese Islands may be obtained
from the Demographic Review).
Unit 3: Properties of biological communities
Topic
Subject Content
Knowledge expected
Interactions
between species
Competition.
Interspecific and intraspecific
competition
Outcome of competition:
coexistence or competitive
exclusion
Treatment of competition should be neither
mathematical nor elaborate. Nevertheless, candidates
should be capable of interpreting hypothetical and
real-life situations in order to distinguish between
different modes of competition.
Predation
Predation is defined as removal of prey organisms
from their population. Candidates are expected to
illustrate their accounts with examples.
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IM Syllabus (2015) : Environmental Science
Topic
Subject Content
Knowledge expected
Interactions
between species
(Cont…)
Parasitism
Treatment of parasitism should be basic and
qualitative. Candidates should be familiar with the
general process of parasitism and with the general
characteristics of endoparasites and ectoparasites.
Candidates are expected to illustrate their accounts
with examples.
Mutualism
Treatment of mutualism should not be elaborate. The
general dynamics and evolutionary advantages of
mutualism. Candidates are expected to illustrate their
accounts with examples.
Amensalism and Commensalism
Basic definition of these interactions. Candidates are
expected to illustrate their accounts with examples.
Ecological Niche
Concept of ecological niche.
Fundamental niche and realised
niche. Effect of competition on
niche breadth. Ecological release.
Relative niche breadths of
generalist and specialist species
Definition and scope. The niche as the role and
relationships of an organism within its community.
Definition of ecological release. Relative advantages
and disadvantages of specialist species and generalist
species.
Biological
Diversity
Species richness
Genetic diversity
Habitat diversity
Landscape diversity
Patterns in species richness
Treatment of biological diversity need not be
mathematical, but should stress the relative
importance of species richness and associated
evenness of species in a community. Other aspects of
diversity should also be presented in order to
familiarise candidates with different forms of variety
in biological communities. Candidates would also be
expected to have a very basic understanding of the
increasing trend of species diversity from the poles
towards the equator,
Ecological
succession
Mechanism of ecological
succession.
The treatment is qualitative and should be illustrated
by examples of a terrestrial example (succession from
grassland to woodland) or a transition from an
aquatic ecosystem to a terrestrial ecosystem.
Familiarity with the following terms in required:
pioneer community, pioneer species, climax
community, sere, seral stage.
Forms of succession.
Primary and secondary succession. Autogenic and
allogenic succession.
Effects of disturbance of succession
Brief treatment of the role of disturbance in reverting
a succession to an earlier seral stage.
Topic
Subject Content
Knowledge expected
Definition of
ecosystem
Scope of definition
Different implications of the term “ecosystem”.
Candidates should be familiar with the scope of the
term, from large-scale ecosystems to very small-scale
ecosystems.
Transitional ecosystems (ecotones)
Candidates should be aware that the borders of
ecosystems are seldom well-defined and are therefore
characterised by ecotone development, where
biological diversity is often higher than in adjacent
(“parent”) ecosystems.
Unit 4: Ecosystems
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IM Syllabus (2015) : Environmental Science
Topic
Subject Content
Knowledge expected
Food chains and
food webs
Food chains and food webs.
Relative stability of food chains and
food webs. Keystone species
Elementary introduction to food chains and food
webs. Distinction between grazer food chains and
decomposer food chains. Candidates should be
capable of interpreting simple food webs and should
also be capable of predicting the possible implication
of removing or adding species from or to the system
in order to demonstrate the level of stability.
Awareness of the unequal role of the organisms
within a food web; keystone species as organisms
exerting significant effect on the other components of
the food web without necessarily being present in
high abundance.
Energy flow in
ecosystems
Trophic levels
Candidates should be aware of the basic trophic
structure of food webs and are expected to be familiar
with the following terms: producer, primary
consumer, secondary consumer and higher, top
carnivore, decomposer.
Transfer of energy across trophic
levels
Treatment of energy transfer across trophic levels
should familiarise candidates with the concept of
ecological efficiency. This would be supplemented
by realisations as to why food webs do not have a
large number of trophic levels and why organisms at
the top of the food chain are rare.
Pyramids of number and pyramids
of biomass
Treatment of pyramids of number and pyramids of
biomass is expected to be elementary.
Resistance and resilience of
ecosystems
Candidates should be aware of the meaning and
significance of resistance and resilience in
determining the dynamics of ecosystems. The
implications of resistance and resilience should be
illustrated by examples. No elaborate treatment is
necessary.
Topic
Subject Content
Knowledge expected
Physical,
climatic and
biological
characteristics
of the main
terrestrial
biomes
Tundra
Desert
Temperate forests
Grassland
Mediterranean scrubland
Tropical rainforest
The influence of precipitation and temperature on
biome development should be stressed as should the
role of dominant vegetation in defining major
terrestrial biomes. Discussion of each of the major
biomes is not expected to be exhaustive, rather,
candidates would be expected to acquire an
appreciation of a broad spectrum of ecosystems
which may be compared with one another in terms of
vegetation and climate. Candidates would be
expected to be familiar with the climatic patterns,
dominant vegetation (in terms of lifeform, not
species) and adaptations of organisms in each of the
biomes that shall be treated.
Stability of
ecosystems
Unit 5: Biomes
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Part D: HUMAN ACTIVITIES AND THE ENVIRONMENT
Human activities have significantly altered the state of the natural environment and possibly some of
the processes that sustain it. The following themes are meant to help candidates develop awareness,
knowledge and understanding of local and global environmental issues that are related to the impact
of humankind on the environment due to emissions of substances from human activities and/or due to
the alteration of the environment and the natural processes that sustain life.
The major themes discussed in this section are: 1. Pollution of the Environment; 2. Degradation &
Depletion of Natural Resources & Utilisation of Land. Each theme focuses on a number of major
issues, which in turn relate to some of the basic concepts in Environmental Science. The themes are
complementary to each other and are mainly intended to (a) help candidates view the various
perspectives of human environmental impacts, (b) promote an objective and, where possible,
quantitative study of the environment, (c) Illustrate ways how people can manage their environment
through the use of scientific knowledge, and (d) address the main targets and priorities of sustainable
development which relate to the environmental issues listed above.
Theme 1: Pollution of the Environment
Unit 1: Basic concepts about Pollution
Topic
Subject Content
Knowledge expected
Nature of
pollutants
i) Pollution
ii) Pollutant
Candidates are expected to be familiar with the
following definitions:
• Pollution: The release of energy or matter into the
environment with the potential to cause adverse
changes to an ecosystem (ecosphere or biosphere).
• Pollutant: A substance or form of energy that when
released into the environment may (directly or
indirectly) have adverse effects on the biosphere.
General
characteristics
of pollutants
i) Mobility
ii) Persistence
iii) Synergistic action
iv) Bioaccumulation
v) Biomagnification
vi) Primary & secondary pollutants
Candidates are expected to be familiar with the
following terms and processes (definition and
explanation of each term).
General
characteristics
of sources of
pollution
i) Natural and anthropogenic
ii) Point or diffuse source
ii) Stationary or mobile source
Candidates are expected to be familiar with the
following terms and processes (definition and
explanation of each term).
Unit 2: Atmospheric Pollution
The release of ‘wastes’, from human activities, that interfere with the dynamic processes occurring in the
atmosphere causing problems beyond their source area (long-range transboundary pollution). Consequently,
atmospheric pollution must include reference to problems caused on a local, regional as well as global scale.
Topic
Subject Content
Knowledge expected
Acid Rain
The major acid rain producing
substances:
a. Nitrous oxides NOx
b. Sulphur oxides SOx
Candidates are expected to be familiar with the
sources of these gases and with simple chemical
reactions that explain how these react to give rise to
acidity in the environment.
Only a qualitative treatment is required. Knowledge
of the intermediate chemical transformations of acid
rain will not be assessed.
A comparison with natural rainfall acidity highlights
the seriousness of the problem.
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IM Syllabus (2015) : Environmental Science
Topic
Subject Content
Knowledge expected
Acid Rain
(Cont…)
The direct and indirect
consequences of acid rain:
a. Phytotoxicity and damage to
vegetation
b. Respiratory diseases
c. Depletion of plant nutrients
d. Acidity in fields, acidification of
soils and damage to microbial
communities
e. Damage to aquatic ecosystems &
organisms
f. Corrosion of certain building
stones (especially limestone),
materials & metals (e.g.
Aluminium roofs)
Candidates should become aware of the type of
damage caused by acid rain and the repercussions of
these damages on the environment and on human life.
Global climate
change
Causes and rates of natural climate
change.
The Milankovitch cycle, solar activity and volcanic
activity.
Global climate change as a
consequence of atmospheric
pollution Greenhouse gases:
a. CFCs
b. Methane
c. Water Vapour
d. Carbon dioxide
e. Tropospheric ozone
f. Nitrous oxide
Comparison of this phenomenon with the enhanced
greenhouse effect due to human activity. Candidates
are expected to be familiar with the chemical
composition of the greenhouse gases, relative
importance to the greenhouse effect and relative
quantities expelled into the atmosphere. Candidates
should also understand and be able to explain what
makes these gases greenhouse gases.
Sources of greenhouse gases
a. Landfills
b. Deforestation/fires
c. Methane production
d. Combustion of fossil fuels
e. Propellant, refrigerant gases
f. Gut fermentation in intensive
livestock production
Candidates should be familiar with the processes
which lead to the formation of these gases from the
sources mentioned (E.g. Deforestation C + O2 = CO2)
Consequences of global warming:
a. Salinization
b. Rising sea levels
c. Flooding of low-lying land
d. Species migration and extinction
e. Increased evaporation,
precipitation & storms
f. Change in global climate patterns
A discussion about consequences of global warming
should lead candidates to acquire knowledge and
understanding about the possible scenarios
projections which might develop on Earth in the next
half century or so. (Since these predictions may
change from time to time a specific list would be
inappropriate)
Ozone depleting gases:
a. NOx
b. CFCs
Candidates are expected to be familiar with the
sources of these gases and with simple chemical
reactions that explain how these react with ozone
reducing the ozone shield. Candidates should be
capable of comparing stratospheric ozone with ozone
in the troposphere as a dangerous pollutant derived
from photochemical reactions of primary/secondary
pollutants (NOx) and causing serious damage or death
to humans and plants (Impaired lung function;
Eye/nose inflammation; Leaf lesions; Impaired
photosynthesis).
Stratospheric
Ozone Layer
13
IM Syllabus (2015) : Environmental Science
Topic
Subject Content
Knowledge expected
Smog
Smog formation and composition:
a. Formation of smog enhanced by
topographic features such as
basins or valleys surrounded by
highlands.
b. The phenomenon of temperature
inversion and static air masses.
c. Suspended particulate matter
from deforestation and
incomplete combustion of fossil
fuels and organic matter.
d. Photochemical smog resulting
from formation of secondary
pollutants, NOx, VOCs and other
hydrocarbons. (No details of
chemical reactions are expected)
Candidates should become aware of damages caused
by smog as well as the chemical reactions that lead to
its formation and harmful effects.
Damages caused by smog:
a. Corrosion of buildings.
b. Leaf symptoms & reduction in
the photosynthetic efficiency.
c. Respiratory diseases & reduced
lung functions.
d. Impacted urban areas, reduction
in visibility, damages to vehicles.
A short discussion about the serious problems caused
by smog in some major cities and
highways/motorways. Candidates should also be
aware of abnormal reactions such as the synergistic
behaviour of ozone and sulphur dioxide.
Methods of control:
a. Biofuels
b. Catalytic converters
c. Flue gas desulphurisation (flue
gas scrubbing)
d. Reduced energy consumption
e. Efficiency of energy conversion,
improved engines
f. Electrostatic precipitators
g. Legislation & enforcement
For each method of pollution control, reduction or
elimination discussed, candidates should be aware of
how the mechanism works (qualitatively) and its
major applications. However, candidates are expected
to be familiar with basic equations of FGD.
Candidates should link the control mechanisms
mentioned with specific pollutants (e.g. Electrostatic
precipitators for SPM).
Reduction &
Control of Air
Pollution
Since effective controls require legislation &
enforcement of law, candidates should be aware of at
least one example of an international treaty that has
significantly helped to reduce pollution. E.g. Kyoto
Protocol, Montreal Protocol, Convention on
Transboundary Air Pollution. (Knowledge of the
actual content of the convention/protocol is NOT
expected here) Candidates may also include
examples from the local context. e.g. VRT.
Unit 3: Water pollution
Topic
Subject Content
Knowledge expected
Water Pollution
The main bodies of water to be
included here are:
a) The oceans
b) Subsurface water
c) Coastal waters
d) Lakes & rivers
e) Enclosed & semi-enclosed seas
Candidates are expected to know examples of water
pollutants and how these end up in the sinks
mentioned. Particular attention should be given to the
pollution of subsurface and coastal waters as the final
sinks for pollutants. (To the pollutants originating at
sea, land pollutants must be added due to run-off).
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IM Syllabus (2015) : Environmental Science
Topic
Subject Content
Knowledge expected
Water Pollution
(Cont…)
General properties and dynamics of
water pollutants:
a) Dispersal
b) Biodegradation
c) Photodegradation
d) Size of emissions
e) Volume of water considered
f) Residence time of water/pollutant
The relative mobility of pollutants in water and
factors influencing their concentration and durability
in the water column.
Specific water
pollution issues
Thermal pollution:
a) Ecological consequences
b) Temperature dependence of gas
solubility in water
c) Increased rates of chemical
reactions at higher temperature
Candidates are expected to become aware of how
thermal pollution alters the habitats’ physical
conditions thus disturbing natural systems. The
discussion should be purely qualitative. The use of
cooling towers to lower water temperature should be
briefly discussed.
Acid drainage, mines and acid rain:
a) Tolerance range of organisms to
pH
b) Increased solubility of toxic
metals at low pH
c) Use of pumps, and the addition
of lime to contain the problem
Candidates are expected to become aware of how
acidity disrupts natural systems. Candidates should
also become aware of at least one technique of how
to reduce acidity in water bodies.
Toxic metal pollution:
a) Biomagnification via food
chains.
b) Small tolerance range of most
organisms to toxic metals.
c) Acid water due to release of
acidic compounds from waste,
slag and piping.
d) Bioaccumulation to toxic levels
e.g. physiological effects of
mercury and lead
e) Control of pH to reduce
solubility of the metals.
Candidates are expected to be able to understand the
consequences of toxic metal pollution, the issues of
biomagnification and bioaccumulation being so
important due to their multiplying effect up food
chains and food webs. Candidates are expected to be
able to handle a quantitative treatment of these issues.
The metals and compounds to be treated here are:
Zinc, Lead, Copper, Arsenic, Mercury, Cadmium and
Tributyltin (TBT).
Nitrate, phosphate and organic
pollution:
a) Ground water nitrate pollution
b) Biological, pathogenic organisms
contamination
c) Eutrophication, algal blooms and
problems of toxin release
d) BOD & COD, oxygen sag
e) Sewage treatment
Candidates are expected to understand the
importance of ground water, that it may also be
polluted and that its recovery from pollution can be a
very slow process.
Candidates should be aware of the importance of
clean water and that water is an excellent vector and
host for some of the most dangerous pathogenic
agents on Earth.
A discussion about one major human disease caused
by contaminated water.
Candidates are expected to be familiar with primary,
secondary and tertiary sewage treatment; and first
and second class water
15
IM Syllabus (2015) : Environmental Science
Unit 4: Solid waste and its management
Solid waste is a general term used for the solid by-products produced by human activities. Managing enormous
quantities of these substances has become a major challenge for today’s society. Scientific knowledge can be
applied to make this task more efficient and successful. On the other hand, mismanagement or accumulation of
these waste products can become a serious concern since it creates a considerable number of environmental
problems as well as health hazards.
Topic
Subject Content
Knowledge expected
Types and
sources of solid
waste
Sources of waste production
a) Municipal (to include both
domestic & commercial)
b) Industrial
c) Agricultural
d) Mining and construction
For each source mentioned candidates should be
aware of the approximate composition of the
resultant waste stream and how this impacts the final
comprehensive volume of waste produced by the
entire community. (E.g. In Malta the fraction of
waste originating from the construction industry
accounts for a very large proportion of the total
volume of waste produced).
Properties of substances found in
the waste stream
a) Mobility
b) Toxicity
c) Degradability
d) Hazardous nature (such as fire
risk & pathogenic nature)
Candidates are expected to be able to classify waste
items and to distinguish between them according to
their nature. The terms toxic, hazardous, pathogenic
and waste stream should be accurately defined and
illustrated.
How the durability of items, the
introduction of disposable products
and over-packing affects waste
production.
The nature and composition of the
waste stream and why it is
important to monitor it in order to
control waste production and
disposal.
The waste management hierarchy: Reduce, Reuse
and Recycle
Control of solid
waste
Methods of solid waste treatment:
a) Incineration
b) Encapsulation
c) Landfill and land raising
d) Recycling (to be treated in detail
later)
16
The importance of reducing waste production and
re-using used items as part of a comprehensive longterm waste management programme.
Candidates are expected to:
(a) discuss the advantages and disadvantages (mainly
economic and environmental) for each of the
options mentioned
(b) have a wide background of the issue with
knowledge from the local as well as the global
situation
(c) be aware of the links between waste, wealth,
standard of living and general conditions of life
found in the community.
(d) be aware that there is no one option which by
itself can be applied to solve the waste
management problem
(e) use their scientific knowledge and their evaluation
and critical skills to come up with concrete and
comprehensive proposals on how to resolve the
waste management problem in small island states
like the Maltese Islands.
IM Syllabus (2015) : Environmental Science
Topic
Subject Content
Knowledge expected
Recycling
Separation of waste at source is an
indispensable measure for achieving
efficient waste management.
Recycling is not always the best
option. The nature of waste,
recycling costs and resultant
environmental impacts have to be
considered before recycling waste
items.
Not all waste is recyclable. A
sizeable volume of solid waste still
has to be disposed.
Candidates are expected to acknowledge the
advantages (in terms of environmental protection,
resource consumption, energy consumption, waste
production and social benefits) and disadvantages of
recycling.
Recycling techniques and
recyclable materials:
Candidates are expected to know at least two recycling
techniques (e.g. paper, iron, composting, aluminium).
Theme 2: Degradation & Depletion of Natural Resources & Utilisation of land
Unit 1: Utilisation of Land and its Resources
Topic
Subject Content
Knowledge expected
Agriculture
Soil erosion & desertification
Major causes:
a) Overgrazing
b) Deforestation
c) Climate change
d) Over-cultivation
Major impacts:
a) Gullying,
b) Loss of nutrients & top-soil,
c) Water logging & salinization.
Candidates are expected to be aware of the major
causes and resultant impacts of soil erosion.
Candidates should appreciate the process of
desertification as a result of loss of arable land and
climate change.
Water pollution:
a) Silting of water bodies
b) Leachates of pesticides &
fertilisers
c) Run-off of particulate & organic
matter
Candidates should be aware of how agriculture
affects water reservoirs. Discussions should refer to
specific examples.
Air pollution:
a) Acid rain
b) Methane
c) Particulates
Candidates should become aware that agriculture has
an adverse effect on air quality.
Reduction of biodiversity:
a) Monocropping
b) Clearing of land
c) Use of pesticides
d) Genetically modified crops
An explanation on why and how each of these
practices endangers biodiversity.
Knowledge of the biotechnological principles of
genetically modified crops will NOT be included or
assessed here.
Sustainable agricultural practices:
a) Soil conservation techniques
b) Biological pest control
c) Reduction in the use of pesticides
and herbicides
d) Reduction in the use of chemical
fertilisers
e) Improved agricultural practices
and reduction of arable land
degradation
Awareness that sustainable agriculture is an
attainable goal making more productive and less
destructive agriculture possible.
Treatment of soil conservation techniques should
include reference to terracing, windbreaks,
multicropping, contour farming, reducing ploughing
and alternation of land use
Organic farming as an example of sustainable
agricultural practices.
17
IM Syllabus (2015) : Environmental Science
Unit 2: Degradation & Depletion of Natural Resources
Introductory principle: The pressure on the environment due to human activities has been greatly enhanced due
to the accelerated use and depletion of natural resources. Given the finite nature of all resources, the ultimate
aim is to achieve sustainable use of the natural capital.
Classification of resources: Natural resources are classified into renewable and non-renewable resources.
Topic
Subject Content
Knowledge expected
Exploitation of
natural
resources
Harvesting of biotic resources:
a) Logging
b) Grazing
c) Hunting & fishing (includes also
the trade of exotic species for
various reasons)
Demand is greater than supply and
the source takes a relatively long
time to replenish itself.
Management of biotic resources to
allow them to replenish and last
longer for future availability
Candidates are expected to know how these activities
put pressure on the environment and how depletion
occurs.
A comparison between sustainable use and
irreparable damage should be made. (It is suggested
that the problem of decreasing fish stocks be taken as
an example).
Candidates should be aware that biotic resources (e.g.
fish stocks) are not infinite and can only withstand a
limited amount of pressure from human activities and
demands.
Specific examples to be used throughout, e.g.
reducing fishing fleets and enforcing legislation
regarding fishing techniques; fish farming;
afforestation and wood substitutes.
Extraction and use of abiotic
resources:
a) Fossil fuels
b) Mineral resources (including
metal ores and radioactive
elements)
c) Non-mineral resources (rocks &
aggregates)
Environmental Impacts:
a) Loss of land & habitat
b) Subsidence & flooding
c) Air & water pollution (including
substances released during
purification processes)
d) Hazards of nuclear energy use
The aim of this topic is to illustrate the general
principles of pollution due to resource extraction and
purification.
Candidates are NOT expected to be familiar with
specific extraction and purification processes.
Candidates are expected to know the negative
impacts of mining and resource extraction including
fossil fuels.
Candidates should also become aware that toxic byproducts are produced during purification of minerals
and fossil fuels.
Roasting of metal ores should be used as an example
to explain how the extraction and purification
processes damage the environment.
Brief treatment of nuclear accidents and nuclear
waste disposal.
The finite nature of physical
resources.
a) Alternative energy sources.
b) Resource substitution; wood,
metals, organic products (e.g.
rubber) by plastics etc.
Issues considered here refer to practices aimed at
conserving resources rather than depleting them as
long as stocks last.
Examples of energy sources should include solar
(passive solar, photovoltaic, solar water heating),
wind, hydro, biogas, biomass and geothermal.
Candidates are expected to be capable of illustrating,
with examples, how abiotic resources should be used
sustainably within nature’s limit of renewability.
The concept of resource substitution should be
included here as an example of strategies to reduce
pressure on natural resources. (Synthetic organic &
inorganic compounds).
18
IM Syllabus (2015) : Environmental Science
Unit 3: Conservation biology & Restoration of the natural environment
Topic
Subject Content
Knowledge expected
Conservation
Biology
Basic principles:
a) Definition of conservation
biology
b) The development of conservation
biology
Candidates should be made aware that ‘Conservation
Biology’ is a new branch in science designed to
promote practical methods to protect/restore the
natural environment.
Reasons for conservation
a) Aesthetic
b) Ecological
c) Economical
d) Ethical/moral
Candidates should be able to explain that
conservation of any resource (biotic/abiotic) is
important for a variety of reasons. Each reason
should be accompanied by a brief explanation.
Protecting the natural environment
by establishing protected areas:
a) National Parks
b) Wildlife Reserves
c) Conservation areas
d) Marine protected/marine
conservation areas
Candidates are expected to know about one example
from Europe or elsewhere for
(a) National parks
(b) Wildlife reserves
and one example from Malta for a
(c) Conservation area
(d) Marine protected/marine conservation area
Legislative tools:
a) CITES
b) Agenda 21
c) Convention on Biological
Diversity
d) The Habitats Directive
e) Maltese Flora, Fauna and Natural
Protection regulations
Candidates should be aware that conservation
biology must go beyond scientific principles and
theory and must be assisted by a number of sociopolitical tools.
The major principles underlining these
programs/conventions and their ultimate aims should
be briefly discussed to allow candidates to appreciate
their worth as environmental- protecting tools.
Knowledge about the actual content is NOT
expected.
Legal aspects should NOT be considered in this
section.
Restoring damaged natural systems:
a) Research & restoration
b) Identification of keystone species
& other key factors
c) Reclamation of derelict &
polluted land, decontamination
and bioremediation
d) Restoring by direct intervention,
restoring by non-intervention
Candidates should investigate how damaged systems
can be repaired and how polluted and abandoned land
can be rehabilitated to its original state or to an
alternative use.
Candidates should assemble a comprehensive notion
of how the state of the natural environment can be
improved following specific scientific techniques.
Tools used in
conservation
biology
(This topic should
make candidates
aware that social,
legal, moral and
scientific issues
all interrelate to
produce effective
environmental
protecting
mechanisms)
Restoration
ecology
Suggested textbooks
The following is a list of suggested books (latest editions recommended):
Baldacchino, A.E. & Schembri, P.J. Ilma, Blat u Hajja. Malta University Services (Malta)
Cunningham, W.P., Cunningham, M.A. & Saigo, B. Environmental Science, a Global Concern. (8th
edition). McGraw-Hill (Boston)
Nebel, B.J. & Wright, R. Environmental Science: Toward a Sustainable Future. Prentice-Hall.
Pedley, M.; Hughes-Clarke, M. and Galea, P. Limestone Isles in a crystal sea: the geology of the Maltese
islands. Publishers Enterprises Group: Malta
Tyler Miller, G. Living in the Environment: Principles, Connections, and Solutions. Belmont, Calif.:
Brooks/Cole
Wright, R.T. Environmental Science - toward a Sustainable Future. Pearson Education International,
Prentice Hall Publishers
19