Grade by Grade
B. Biology: Sustainable Ecosystems and Climate Change · Sustainable Ecosystems and Climate Change

How Human Activities Upset the Balance of Ecosystems

B2.5 B2.4 A1.2 A2.4About 75 minutes
Learning goals
  • I can explain how habitat loss and fragmentation, invasive species, pollution and overharvesting affect the dynamic equilibrium of ecosystems.
  • I can explain eutrophication step by step.
  • I can analyse a Canadian case study of a human impact on an ecosystem.
  • I can describe actions that reduce harm or help ecosystems recover.

Words to know

habitat fragmentation
Breaking a large habitat into smaller, separated pieces, for example by roads, farms or housing.
edge effect
Changes in conditions (more light, wind, predators, invasive plants) near the edge of a habitat patch.
invasive species
A species introduced from elsewhere that spreads quickly and harms ecosystems, the economy or human health.
eutrophication
Over-enrichment of water with nutrients (mainly phosphorus and nitrogen), causing algae blooms and low oxygen.
hypoxia
A condition of very low dissolved oxygen in water.
overharvesting
Taking organisms faster than their populations can replace themselves.
bioaccumulation
The build-up of a persistent substance in an organism's body over its lifetime.
restoration
Actively helping a damaged ecosystem recover.

Remember from Grade 7

In Grade 7 you learned about invasive species, biomagnification of persistent toxins, monocultures and overharvesting, and you assessed the environmental impacts of technologies. In Grade 9 you will explain these impacts in terms of dynamic equilibrium: how each one pushes an ecosystem's cycles, energy flow and populations out of balance, and how much pressure an ecosystem can take before it shifts to a new state.

Let's start with a lake that turned green

In August 2014, about 400 000 people in and around Toledo, Ohio, on the shore of Lake Erie, were told not to drink their tap water for about two days (August 2 to 4). A huge bloom of cyanobacteria (blue-green algae) had produced a toxin that got into the city's water supply.

Lake Erie is the shallowest and warmest of the Great Lakes, and it receives runoff from a lot of farmland and cities, in Ontario and in the United States. The bloom was fed by phosphorus: exactly the nutrient the Lake 226 experiment identified decades earlier.

The main ways humans change ecosystems

Scientists often group the main threats to ecosystems with the memory aid HIPPO, plus climate change:

  • Habitat loss and fragmentation
  • Invasive species
  • Pollution
  • human Population growth and consumption (which drives the others)
  • Overharvesting

Each one disrupts dynamic equilibrium by changing energy flow, matter cycles, or the populations that keep each other in check.

Habitat loss and fragmentation

When forests, wetlands and grasslands are cleared for farms, housing, roads and mines, the species that live there lose food, shelter and breeding sites. In southern Ontario, about 70% of the original wetlands have been drained or filled.

Even when some habitat remains, fragmentation cuts it into small patches:

  • Small patches have more edge: more light, wind, predators and invasive plants. Species that need deep interior habitat, such as some songbirds, decline.
  • Roads block animals from moving between patches to find food or mates, which reduces genetic diversity.
  • Animals are killed crossing roads. Seven of Ontario's eight turtle species are listed as species at risk, and road deaths of nesting females are a major threat.

Solutions include protecting large connected areas, wildlife corridors and eco-passages (tunnels or bridges under or over roads), and restoring wetlands.

large interiorhabitatOne large forestroadsSame forest cut by roads
Habitat fragmentation. Inside each dashed line is interior habitat, far from edges. Cutting the forest with roads (and clearing the road strips) leaves much less interior habitat, even though most of the forest is still standing. Not to scale.

Invasive species

Invasive species often have no natural predators or diseases in their new home, so their populations explode and break existing food webs:

  • Zebra and quagga mussels arrived in the Great Lakes in ship ballast water in the late 1980s. They filter huge amounts of plankton from the water, which makes the water clearer but takes food from native animals at the bottom of the food web. They also clog water intake pipes.
  • Emerald ash borer has killed millions of ash trees in Ontario.
  • Invasive Phragmites (European common reed) forms dense stands in wetlands and roadside ditches, crowding out native plants and the animals that depend on them.

Prevention is the most effective tool: clean, drain and dry boats; don't move firewood; don't release pets or aquarium plants.

Pollution

  • Nutrient pollution causes eutrophication.
  • Persistent toxins (such as mercury, PCBs and some pesticides) bioaccumulate in organisms and biomagnify up food chains, harming top predators.
  • Road salt raises chloride in streams and lakes, harming aquatic insects and amphibians.
  • Plastics and microplastics are eaten by animals and are now found in water, soil and air.
  • Air pollution causes acid deposition (Lesson 7) and adds greenhouse gases (Lesson 10).

Eutrophication is a clear example of a human change to a matter cycle:

1. Extra N and Pfrom fertilizer,manure, sewage2. Algae bloomalgae grow fastand cloud the water3. Algae dieand sink tothe bottom4. Decomposersmultiply and useup oxygen5. Low oxygen(hypoxia) indeep water6. Fish andother animalsdie or leave
Eutrophication step by step. Notice that the oxygen is used up by decomposers, not directly by the algae. The problem is too much of a good thing: nutrients.

Overharvesting

When fishing, hunting, logging or harvesting take organisms faster than they can reproduce, populations collapse. The most famous Canadian example is the northern cod off Newfoundland and Labrador. After decades of heavy fishing with modern trawlers, the population collapsed, and in 1992 the federal government closed the fishery (a moratorium). Tens of thousands of people lost their jobs. Decades later, the cod have still not fully recovered: the ecosystem shifted to a new state in which other species, such as shrimp and crab, became more common for a time.

This shows an important idea: if a disturbance pushes an ecosystem too far, it may not return to its old equilibrium, even when the pressure stops.

Not all human impacts are harmful

People also restore ecosystems: replanting forests, removing old dams, building fish ladders, rebuilding wetlands, cleaning up harbours, protecting land in parks and conservation areas, and returning native species. Sudbury's regreening (Lesson 7) and the recovery of many acid-damaged lakes show that ecosystems can bounce back when pressure is reduced.

Worked example

Let's analyse a case: zebra mussels in Lake Erie

Explain how zebra mussels changed the dynamic equilibrium of Lake Erie. Consider energy flow, the food web and one physical change.

  1. Energy flow: zebra mussels filter phytoplankton (producers) and zooplankton out of the water. Energy that once flowed to native zooplankton and small fish now goes into mussels, which few native predators eat.
  2. Food web: less plankton means less food for young fish and native filter feeders. Native clams were smothered when mussels attached to their shells.
  3. Physical change: with less plankton, the water became clearer, so sunlight reached deeper and bottom plants and algae grew more.
  4. Feedback: the round goby, another invasive species, eats zebra mussels, so a new, different food web formed.

The mussels redirected energy from the open-water food web to the lake bottom, harmed native species and changed light conditions, pushing the lake toward a new equilibrium.

Worked example

Let's identify the cause of a fish die-off

In late August, a small farm pond had a thick green surface bloom. Dissolved oxygen at the bottom measured 9 mg/L in June and 1.5 mg/L in August, and dead fish appeared. The pond receives runoff from a heavily fertilized field. Explain what happened.

  1. Fertilizer runoff added nitrogen and phosphorus.
  2. Warm summer water and extra nutrients caused an algae bloom.
  3. Algae died and sank; decomposers used up oxygen as they broke them down. Warm water also holds less oxygen to begin with.
  4. Bottom DO fell from 9 mg/L to 1.5 mg/L, far below what fish need (about 5 mg/L or more), so fish suffocated.

Eutrophication from fertilizer runoff, made worse by warm water, caused hypoxia and the fish die-off.

Hands-on activity

Model eutrophication in jars (A1.2)

You need: 3 identical clear jars (about 1 L), pond water or aquarium water (or tap water left to stand for 24 hours with a pinch of soil from a garden), houseplant fertilizer (liquid or soluble), a measuring spoon, masking tape, a sunny windowsill, gloves.

  1. Label the jars A: no fertilizer, B: a little, C: a lot.
  2. Fill each with the same amount of water (about 750 mL).
  3. Add fertilizer: A none; B 1/4 teaspoon; C 1 teaspoon. Stir.
  4. Place all three side by side in the same sunny spot. Do not cover tightly (loosely set the lid on top).
  5. Observe every 2 days for 2 to 3 weeks. Record colour, cloudiness, any smell, and any film or clumps. Take photos against a white background.
  6. Analyse: which jar turned green first and most? Why? What would happen to the oxygen in jar C when the algae die?
  7. Connect: what could a farmer, a golf course or a homeowner do to keep nutrients out of nearby water?

What to look for: jar C usually turns green fastest and darkest, jar B less, jar A little or not at all, showing that nutrients cause algae growth.

Grown-up note: an adult should handle the fertilizer and store it out of reach. Wear gloves, don't drink or taste the water, wash hands afterwards, and pour the water onto garden soil (not down a storm drain) when done.

Just for fun

Zebra mussels made parts of the Great Lakes so clear that you could see much deeper than before. Sounds great, until you learn they did it by eating everyone else's lunch.

Your turn

1

What does HIPPO stand for?

2

Explain two ways fragmentation harms wildlife even when most of a forest is still standing.

3

List the steps of eutrophication.

4

Why do invasive species often spread so quickly?

5

What happened to the northern cod, and why is it an important lesson?

6

Give two actions that help ecosystems recover from human impacts.

7

How did a toxic algae bloom affect people in Toledo in 2014?

More practice: warm-up

1

What is hypoxia?

2

Name an invasive species found in Ontario.

3

Which nutrient was mainly responsible for Lake Erie's algae blooms?

4

What is an eco-passage?

5

About what share of southern Ontario's original wetlands has been lost?

More practice: on your own

1

In the jar experiment, why did you need jar A?

2

Why does eutrophication get worse in hot summers?

3

Explain how mercury in a lake can harm loons even when the water has very little mercury.

4

Road salt keeps winter roads safe. Describe one ecosystem effect and one way to reduce it.

5

Explain how overharvesting a predator fish could affect the rest of a lake food web.

Challenge

1

Draw a cause-and-effect chain (in words) showing how clearing trees along a stream for a new subdivision can affect brook trout through at least three steps.

2

The northern cod moratorium began in 1992, yet cod have not fully recovered. Suggest two ecological reasons.

3

A town wants to reduce algae blooms in its lake. Rank three possible actions from most to least effective and justify your ranking: (a) adding chemicals to kill algae each summer, (b) planting buffer strips of plants along farm ditches and streams, (c) upgrading the sewage plant to remove phosphorus.

Check your understanding

Quiz

1.

In eutrophication, what directly uses up most of the oxygen in deep water?

2.

Which is an example of habitat fragmentation?

3.

Why did zebra mussels spread so quickly in the Great Lakes?

4.

The 1992 closure of the northern cod fishery was caused mainly by...

5.

In the eutrophication jar experiment, which jar is the control?

6.

Which action best addresses the CAUSE of algae blooms?

7.

Which statement about disturbed ecosystems is supported by the cod example?

For parents and teachers

Big idea (B2.5): human activities (habitat loss and fragmentation, invasive species, pollution, overharvesting) change energy flow, matter cycles and population controls, pushing ecosystems out of dynamic equilibrium, sometimes into a new state. The jar experiment models eutrophication (A1.2), and analysing Canadian cases builds scientific literacy about environmental issues (A2.4).

How to help: Set up the jars together and take photos every two days; the change is striking. On drives, look for Phragmites (tall reeds with feathery tops in ditches) and talk about eco-passages or turtle crossing signs.

Common difficulties:

  • Thinking algae use up the oxygen. Algae make oxygen while alive; decomposers use it up when algae die.
  • Thinking ecosystems always bounce back. Some do; some shift to a new equilibrium.
  • Seeing all human impacts as negative. Include restoration and protection.

Sources: Toledo 2014 drinking water advisory (City of Toledo, US EPA); southern Ontario wetland loss (Government of Ontario wetland strategy, about 72% loss); turtles at risk (Ontario Ministry of the Environment, Conservation and Parks species at risk lists); northern cod moratorium (Fisheries and Oceans Canada).