Research Investigation Human Impact on Ecosystems
5 Minute Presentation
INTRODUCTION
Human activities alter both the abiotic and the biotic environment in many ways. For example, energy use increases
air temperatures around cities, mining and effluent disposal release dissolved minerals into waterways, and farming
increased the populations of agricultural and pest species and decreased the populations of most wildlife. An
understanding of ecological relationships is needed to assess the impact of human activities on the environment.
Problem
How do particular human activities have an impact on ecosystems?
Background Information
You will carry out research on one particular human activity that has an impact on the environment in your province.
The goal of your research is to discover at least two links that connect a particular activity with a particular
consequence, using ecological relationships that you have learned.
For example, certain industries produce wastes containing mercury, which enter the aquatic environment
(Link 1). The mercury is deposited in the sediments of lakes and streams but is released by the activity of
bacteria (Link 2). The mercury enters the bodies of organisms and is concentrated in the muscles of
carnivorous fish as it passes up the food chain (Link 3).
Possible Abiotic and Biotic Consequences
The cleaning of human waste at a waste treatment
I.
plant.
II.
III.
IV.
V.
The 7 million tons of biosolids (the solid parts
flushed down the toilet) are made each year in
the US alone. That is a lot of poo!!
Organic chemicals found from cleaners,
personal care products, pharmaceuticals, and
other products are food in the solid waste
which can contaminate the soil or be dissolved
into rain or ground water.
It also causes temporary oxygen deficits
making it difficult for organism to survive in
the water.
Increased organic matter can alter energy
relationships in the stream disrupting biotic
community structure and function
Effluent discharge can also deposit sand and
grit into aquatic systems, affecting the
physical characteristics of sediment.
Through explorations such as this, you will be able to explain, for example, how the production of paper might
affect the health of fish-eating people living downstream from a pulp mill. You will present your findings, including
any tables and/or graphs of data in a 2-minute report.
Materials
 Reference books
 Internet searches
Procedure
1. Choose one of the topics to investigate (drawn from a bag).
2. Based on your knowledge of ecosystems, list some of the ways in which the natural environment would be
affected. Use concepts such as abiotic environment, populations, food webs, pyramid of numbers, prey,
decomposers, biodiversity, and adaptation to describe your ideas.
3. Organize your ideas into linked steps: A leads to B, B leads to C, and so on.
4. Carry out research to obtain information related to your ideas.
Good sources of data are Statistics Canada, Environment Canada and various government
departments such as Mining, Forestry, Fisheries, Environment, Agriculture, and the Canadian
Wildlife Service (NOTE: some of these organizations have home pages on the internet).
5. Assemble your report, including data and illustrations, as outlined in the experimental design.
Experimental Design
Your, this means you and you alone, presentation needs to answer the following questions.
1. What is your topic?
2. Give a general outline as to what your topic is about.
3. What effects it has on human health, society and the environment?
4. What are some possible outcomes if we do not change “our ways”?
5. Suggest how one or more of the harmful impacts described in your report might be minimized or
eliminated.
6. Where is this happening in Ontario or Canada right now?
The presentation (you talking in front of the class)
7. You need to answer the 6 questions above in a clear organized fashion in 5 minutes.
- you may do it on a slide show, overhead or on a readable poster.
- if you plan on a slide show it must be emailed to your teacher’s first class account.
8. You will be marked on how well you present the information:
- how much you are reading (less is best)
- eye contact, clarity of voice, loudness, enthusiasm
- understanding of the material, how well you answered any of the classes questions
Other things
9. You will be marked on how well you used class time to complete your presentation
10. You will provide the class with a one page, typed, handout with all your information on
it using the questions as a sub heading for each topic.
12. Your one page will also include References: you must have a minimum of two.
(For web pages it must include the title, author (if possible) and the URL)
– Good sources of data are Statistics Canada, Environment Canada and various government
departments such as Mining, Forestry, Fisheries, Environment, Agriculture, and the Canadian
Wildlife Service (NOTE: some of these organizations have home pages on the internet).
13. You will hand into the Teacher:
The same page you hand out to the class
AND Answer the following questions:
a) Describe your attempts to obtain information that were successful. Give reasons for the lack of
results.
b) Did your research provide you with any information that surprised you? Explain.
c) Suggest how one or more of the harmful impacts described in your report might be minimized or
eliminated.
14. If you are not ready to go when called, you will lose marks and depending on the day, you will
not be given the chance to present during class time.