Programme: Computer Engineering Academic Year: 2024 – 2025

Course : Environmental Education and Course Code:(314301)

Sustainability
Semester : Fourth
MICRO PROJECT REPORT

Comparative study of global warning

Submitted by the group of _5_ students
Roll
Sr.
No Name Enrollment No Seat No
No

1 74 Mayur Nitin Patil 23610960249 405560

2 52 Darshan Pruthviraj Kor 23610960225 405584
3 75 Narayani Satish Patil 23610960250 405607
4 10 Prathamesh Uday Borase 23610960180 405499
5 01 Siddhesh Sunil Ahire 23610960179 379405

Under the Guidance of

Mr. R. R. Salunke
in
Three Years Diploma Programme in Engineering and Technology of
Maharashtra State Board of Technical Education, Mumbai (Autonomous)
ISO 9001: 2008 (ISO/IEC-27001:2013) at Shri Shivaji Vidya Prasarak Sanstha’s
Bapusaheb Shivajirao Deore Polytechnic – 0059 Vidyanagari, Deopur, Dhule-
424005
 MAHARASHTRA STATE BOARD OF TECHNICAL EDUCATION,
MUMBAI

Certificate
This is to certify that,
Roll
Sr.
No Name Enrollment No Seat No
No

1 74 Mayur Nitin Patil 23610960249 405560

2 52 Darshan Pruthviraj Kor 23610960225 405584
3 75 Narayani Satish Patil 23610960250 405607
4 10 Prathamesh Uday Borase 23610960180 405499
5 01 Siddhesh Sunil Ahire 23610960179 379405

students of Fourth Semester Diploma Programme in Computer Engineering at

Shri Shivaji Vidya Prasarak Sanstha's Bapusaheb Shivajirao Deare
Polytechnic, Dhule (Institute Code: 0059), have completed the Micro Project
satisfactorily in Subject Environmental Education and Sustainability (314301)
in the academic year 2024-2025 as prescribed in the MSBTE curriculum of K
Scheme.

Place: Dhule Date:- / / 2025

Project Guide Head of the Department Principal

Seal Of
Institute
 Part A: Micro Project Proposal

Title of Micro Project: Comparative study of global warning

1.Introduction:
Global warming is one of the most pressing environmental challenges of
the 21st century. It refers to the long-term rise in Earth's average surface
temperature due to the accumulation of greenhouse gases such as carbon dioxide
(CO₂), methane (CH₄), and nitrous oxide (N₂O) in the atmosphere. While it is a
global phenomenon, its causes, impacts, and responses vary significantly across
different regions of the world.
Industrialized nations often contribute more to greenhouse gas emissions due to
higher energy consumption, while developing nations may suffer
disproportionately from its effects despite contributing less. This disparity makes
it crucial to conduct a comparative study of global warming, analyzing how
different regions contribute to and are affected by climate change, and how each
is responding to the crisis.

2.Aim of the Project:

The aim of this project is to analyze and compare the causes, effects, and
responses to global warming across different regions of the world. By examining
variations in greenhouse gas emissions, climate change impacts, and mitigation
strategies in developed and developing countries.

3. Intended Course Outcome:

• Demonstrate a comprehensive understanding of global warming,

including its scientific basis, causes, and global implications.
• Compare and contrast regional contributions and impacts of global
warming, recognizing how different countries and regions experience and
respond to climate change.
• Critically analyze climate policies and mitigation strategies
implemented across various regions, identifying best practices and areas
for improvement.
• Apply interdisciplinary knowledge from environmental science,
geography, economics, and policy to real-world climate challenges.
• Develop data interpretation and research skills through the collection
and comparative analysis of environmental data.
• Enhance communication and awareness regarding climate change
through structured reporting and presentation of findings .
4. Proposed Methodology:
To conduct a comprehensive and comparative study of global warming, a
systematic and multi-step research approach will be adopted. This methodology
combines qualitative and quantitative data analysis to evaluate the causes, effects,
and responses to global warming across different regions.
1. Data Collection
• Secondary Data will be gathered from credible sources such as:
o IPCC reports
o World Bank and UN climate data
o Peer-reviewed journals and articles
o Government and NGO climate reports
• Comparative Regional Reports from developed (e.g., USA, EU) and
developing countries (e.g., India, Sub-Saharan Africa) will be analyzed.
2. Region Selection
Four regions will be selected to represent different levels of development and
climate vulnerability:
• North America (e.g., USA or Canada)
• Europe (e.g., Germany or UK)
• Asia (e.g., India or China)
• Africa (e.g., Kenya or Nigeria)
3. Comparative Analysis
Each region will be analyzed based on:
• Greenhouse Gas Emissions (sources and volume)
• Major Climate Impacts (e.g., sea-level rise, extreme weather)
• Government Policies and Public Awareness
• Adaptation and Mitigation Strategies
4. Tools and Techniques
• Use of charts and graphs to visually compare emission levels,
temperature rise, and policy effectiveness.
• SWOT analysis (Strengths, Weaknesses, Opportunities, Threats) to assess
regional climate strategies.
• Tabular representation for side-by-side comparison of key climate
indicators.
5. Interpretation and Discussion
Findings will be interpreted to:
• Identify similarities and differences between regions.
• Highlight gaps in climate policy and implementation.
• Suggest improvements or solutions based on best practices.
 PART B: Micro – Project Report

Title of Micro Project: Comparative study of global warning

1.Introduction:
Global warming is one of the most pressing environmental
challenges of the 21st century. It refers to the long-term rise in Earth's average
surface temperature due to the accumulation of greenhouse gases such as carbon
dioxide (CO₂), methane (CH₄), and nitrous oxide (N₂O) in the atmosphere. While
it is a global phenomenon, its causes, impacts, and responses vary significantly
across different regions of the world.
Industrialized nations often contribute more to greenhouse gas emissions due to
higher energy consumption, while developing nations may suffer
disproportionately from its effects despite contributing less. This disparity makes
it crucial to conduct a comparative study of global warming, analyzing how
different regions contribute to and are affected by climate change, and how each
is responding to the crisis.

2.Course Outcomes Addressed:

• CO1: Demonstrate an understanding of global environmental
challenges.
The project explores global warming as a critical issue affecting
ecosystems, economies, and societies worldwide.
• CO2: Analyze environmental issues using interdisciplinary
approaches.
By comparing causes and impacts across regions, the project integrates
knowledge from science, geography, economics, and policy studies.

3. Actual Methodology Followed:

In conducting this comparative study of global warming, a structured
approach was used to gather data, perform analysis, and draw conclusions. The
methodology combined both quantitative and qualitative research methods to
evaluate the causes, impacts, and responses to global warming across different
regions. Below is a breakdown of the methodology actually followed in the study:
I. Data Collection
• Primary Data Sources:
Data was primarily collected from reputable secondary sources,
including:
o Scientific Journals and peer-reviewed articles on climate change.
o Government Reports on emissions and climate policies from
countries in different regions.
 o International Organizations like the IPCC, UNEP, and World
Bank, which provide global and regional climate data.

• Regional Climate Data:

Fig: A_collection_of_digital_infographics_in_a_flat-des

Specific regional data was collected on:

o Greenhouse gas emissions (CO₂, CH₄, N₂O).
o The impacts of climate change such as extreme weather events,
temperature rise, and sea-level changes.
o Adaptation and mitigation strategies used by different countries.
II. Selection of Regions

Fig: Selection of Regions

The regions chosen for the study included:
• North America: United States and Canada, as major industrialized
nations contributing to global emissions.
• Europe: Germany and the United Kingdom, due to their leadership in
climate policy.
• Asia: China and India, as rapidly developing nations facing both high
emissions and significant impacts from climate change.
• Africa: Kenya and Nigeria, to represent the developing world and regions
most vulnerable to climate-related disasters despite low emissions.

III. Comparative Analysis

• Data Comparison:
A direct comparison was made of the following variables across the
selected regions:
o Greenhouse gas emissions levels and sources (e.g., transportation,
industry, agriculture).
o Climate change impacts such as temperature rise, droughts, floods,
and sea-level rise.
o Policy approaches, such as the implementation of renewable
energy projects, carbon taxes, and participation in international
climate agreements.
• SWOT Analysis:
A SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis was
performed for each region, focusing on:
o Strengths: Existing climate policies, technological advancements in
renewable energy, and international climate cooperation.
o Weaknesses: Barriers to effective implementation, such as lack of
funding, political will, and infrastructure.
o Opportunities: Emerging green technologies, opportunities for
sustainable development, and international cooperation.
o Threats: Economic impacts, political resistance, and the continued
reliance on fossil fuels.
Tools and Techniques

Fig: Data Visualization

• Data Visualization:
Graphs and charts were used to present the comparative emissions,
temperature trends, and impacts of climate change in each region. This
made it easier to visually assess differences and similarities between the
regions.
• Statistical Analysis:
Statistical techniques were applied to evaluate the relationship between
emissions levels and the observed effects of global warming in each
region.
IV. Interpretation and Discussion
• Cross-RegionalComparisons:
The findings from each region were analyzed to identify patterns in climate
impacts and mitigation responses. This allowed the study to draw
conclusions on how regions with different levels of development and
emissions are coping with global warming.
• PolicyEvaluation:
A comparative evaluation of national policies and global agreements (e.g.,
Paris Agreement) was conducted to assess their effectiveness in reducing
emissions and promoting adaptation strategies.
 V. Limitations
The study was based on secondary data, which may have limitations related to
data availability and consistency across regions. The findings are also constrained
by the availability of up-to-date climate data for some regions, particularly in low-
income countries.

4. Conclusion
The Comparative Study of Global Warming reveals that while global
warming is a worldwide issue, its causes, impacts, and responses vary
significantly from region to region. Developed nations such as the United States,
Canada, Germany, and the UK have historically contributed the most to
greenhouse gas emissions due to industrialization. However, these nations also
possess stronger infrastructure and greater financial resources to implement
effective mitigation and adaptation strategies.

5.References:
• https://google.com
• ChatGPT
 Evaluation Sheet for the Micro Project Annexure
Academic Year: 2024-2025 Name of Faculty: Mr. R. R. Salunke
Sem: Fourth Program Name and Code: CO4K
Course code: 314301 Course Name: Environmental
Education and Sustainability

Title of the Project: Comparative study of global warning

❖ Cos addressed by the Micro Project:

• Understand the core principles of environmental science.
• Analyze environmental problems using interdisciplinary perspectives.
• Apply data analysis and visualization techniques.

❖ Major Learning outcomes achieved by Students by doing the Project:

A)Practical Outcomes
1. Data Collection and Research Skills
2. Use of Visualization Tools
3. Report Writing and Presentation Skills

B) Unit Outcomes (in cognitive domain):

Unit outcomes for a comparative study of global warming in the cognitive domain
involve defining, explaining, analyzing, and evaluating global warming's causes,
impacts, and solutions across different regions and countries.
C) Outcomes in Affective Domain:

• Demonstrate awareness of the global warming issue and its effects on

different regions and communities worldwide.
• Express the importance of taking personal and collective action to reduce
carbon footprints and mitigate global warming.

• Name of students: Mayur Nitin Patil

• Marks
A. Marks for Group work B. Marks for group work: C. Total Marks(A+B)

Mr. R. R. Salunke
Lecturer in deptt. Of Computer Engineering
SSVPS's B.S. Deore, Polytechnic, Dhule
 Evaluation Sheet for the Micro Project Annexure
Academic Year: 2024-2025 Name of Faculty: Mr. R. R. Salunke
Sem: Fourth Program Name and Code: CO4K
Course code: 314301 Course Name: Environmental
Education and Sustainability

Title of the Project: Comparative study of global warning

❖ Cos addressed by the Micro Project:

• Understand the core principles of environmental science.
• Analyze environmental problems using interdisciplinary perspectives.
• Apply data analysis and visualization techniques.

❖ Major Learning outcomes achieved by Students by doing the Project:

A)Practical Outcomes
1. Data Collection and Research Skills
2. Use of Visualization Tools
3. Report Writing and Presentation Skills

B) Unit Outcomes (in cognitive domain):

Unit outcomes for a comparative study of global warming in the cognitive domain
involve defining, explaining, analyzing, and evaluating global warming's causes,
impacts, and solutions across different regions and countries.
C) Outcomes in Affective Domain:

• Demonstrate awareness of the global warming issue and its effects on

different regions and communities worldwide.
• Express the importance of taking personal and collective action to reduce
carbon footprints and mitigate global warming.

• Name of students: Darshan Pruthviraj Kor

• Marks
A. Marks for Group work B. Marks for group work: C. Total Marks(A+B)

Mr. R. R. Salunke
Lecturer in deptt. Of Computer Engineering
SSVPS's B.S. Deore,Polytechnic,Dhule
 Evaluation Sheet for the Micro Project Annexure
Academic Year: 2024-2025 Name of Faculty: Mr. R. R. Salunke
Sem: Fourth Program Name and Code: CO4K
Course code: 314301 Course Name: Environmental
Education and Sustainability

Title of the Project: Comparative study of global warning

❖ Cos addressed by the Micro Project:

• Understand the core principles of environmental science.
• Analyze environmental problems using interdisciplinary perspectives.
• Apply data analysis and visualization techniques.

❖ Major Learning outcomes achieved by Students by doing the Project:

A)Practical Outcomes
1. Data Collection and Research Skills
2. Use of Visualization Tools
3. Report Writing and Presentation Skills

B) Unit Outcomes (in cognitive domain):

Unit outcomes for a comparative study of global warming in the cognitive domain
involve defining, explaining, analyzing, and evaluating global warming's causes,
impacts, and solutions across different regions and countries.
C) Outcomes in Affective Domain:

• Demonstrate awareness of the global warming issue and its effects on

different regions and communities worldwide.
• Express the importance of taking personal and collective action to reduce
carbon footprints and mitigate global warming.

• Name of students: Narayani Satish Patil

• Marks
A. Marks for Group work B. Marks for group work: C. Total Marks(A+B)

Mr. R. R. Salunke
Lecturer in deptt. Of Computer Engineering
SSVPS's B.S. Deore, Polytechnic,Dhule
 Evaluation Sheet for the Micro Project Annexure
Academic Year: 2024-2025 Name of Faculty: Mr. R. R. Salunke
Sem: Fourth Program Name and Code: CO4K
Course code: 314301 Course Name: Environmental
Education and Sustainability

Title of the Project: Comparative study of global warning

❖ Cos addressed by the Micro Project:

• Understand the core principles of environmental science.
• Analyze environmental problems using interdisciplinary perspectives.
• Apply data analysis and visualization techniques.

❖ Major Learning outcomes achieved by Students by doing the Project:

A)Practical Outcomes
1. Data Collection and Research Skills
2. Use of Visualization Tools
3. Report Writing and Presentation Skills

B) Unit Outcomes (in cognitive domain):

Unit outcomes for a comparative study of global warming in the cognitive domain
involve defining, explaining, analyzing, and evaluating global warming's causes,
impacts, and solutions across different regions and countries.
C) Outcomes in Affective Domain:

• Demonstrate awareness of the global warming issue and its effects on

different regions and communities worldwide.
• Express the importance of taking personal and collective action to reduce
carbon footprints and mitigate global warming.

• Name of students: Prathamesh Uday Borase

• Marks
A. Marks for Group work B. Marks for group work: C. Total Marks(A+B)

Mr. R. R. Salunke
Lecturer in deptt. Of Computer Engineering
SSVPS's B.S. Deore, Polytechnic,Dhule
 Evaluation Sheet for the Micro Project Annexure
Academic Year: 2024-2025 Name of Faculty: Mr. R. R. Salunke
Sem: Fourth Program Name and Code: CO4K
Course code: 314301 Course Name: Environmental
Education and Sustainability

Title of the Project: Comparative study of global warning

❖ Cos addressed by the Micro Project:

• Understand the core principles of environmental science.
• Analyze environmental problems using interdisciplinary perspectives.
• Apply data analysis and visualization techniques.

❖ Major Learning outcomes achieved by Students by doing the Project:

A)Practical Outcomes
1. Data Collection and Research Skills
2. Use of Visualization Tools
3. Report Writing and Presentation Skills

B) Unit Outcomes (in cognitive domain):

Unit outcomes for a comparative study of global warming in the cognitive domain
involve defining, explaining, analyzing, and evaluating global warming's causes,
impacts, and solutions across different regions and countries.
C) Outcomes in Affective Domain:

• Demonstrate awareness of the global warming issue and its effects on

different regions and communities worldwide.
• Express the importance of taking personal and collective action to reduce
carbon footprints and mitigate global warming.

• Name of students: Siddhesh Sunil Ahire

• Marks
A. Marks for Group work B. Marks for group work: C. Total Marks(A+B)

Mr. R. R. Salunke
Lecturer in deptt. Of Computer Engineering
SSVPS's B.S. Deore, Polytechnic,Dhule