Chapter 15: Human Influences on the Environment

Textbook pages
204–225

Chapter overview
This is a long chapter that covers several areas of the specification, including air pollution, global
warming, water pollution and methods for increasing food production from agriculture and fish
farming.

What to expect
Specification areas covered:
4.12 understand the biological consequences of pollution of air by sulfur dioxide and carbon
monoxide
4.13 understand that water vapour, carbon dioxide, nitrous oxide, methane and CFCs are
greenhouse gases
4.14 understand how human activities contribute to greenhouse gases
4.15 understand how an increase in greenhouse gases results in an enhanced greenhouse effect and
that this may lead to global warming and its consequences
4.16 understand the biological consequences of pollution of water by sewage
4.17 understand the biological consequences of eutrophication caused by leached minerals from
fertiliser
4.18B understand the effects of deforestation, including leaching, soil erosion, disturbance of
evapotranspiration and the carbon cycle, and the balance of atmospheric gases
5.1 describe how glasshouses and polythene tunnels can be used to increase the yield of certain
crops
5.2 understand the effects on crop yield of increased carbon dioxide and increased temperature in
glasshouses
5.3 understand how the use of fertiliser can increase crop yield
5.4 understand the reasons for pest control and the advantages and disadvantages of using
pesticides and biological control with crop plants
5.9B understand the methods used to farm large numbers of fish to provide a source of protein,
including maintaining water quality, controlling intraspecific and interspecific predation, controlling
disease, removing waste products, controlling the quality and frequency of feeding, and selective
breeding.

This chapter covers several aspects of the specification and some teachers may prefer to cover the
work in a slightly different order.
 The effects of greenhouse gases could be considered alongside the carbon cycle, or if this
chapter is taught later, it is a good opportunity to revisit it.
 The effects of sewage and fertilised pollution could be covered alongside the nitrogen cycle,
or if this chapter is taught later, it is a good opportunity to revisit it.
 The uses of greenhouses and fertilizers and pest control could be taught alongside plant
nutrition.

Homework tasks could include completing worksheets, evaluating data and researching some of the
issues raised.

Teaching notes

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  A good starting point for the effect of pollution is a consideration of the increasing human
population and how it is putting pressure on the environment. Students could work in
groups to discuss the pressures that an increased population along with increased consumer
demands places on the environment (e.g. food needs, pollution effects, loss of land)
 There are many videos available on the internet that outline the causes and effects of the
pollutant gases. Students could watch these and then make a summary poster (also using
the textbook) to summarise each gas, its source, reasons for increasing levels and its effects.
This could be done as a group activity with each member of the group choosing a different
gas.
 The effects of acid rain can be investigated by placing cress seedlings into polythene bags
with sodium metabisulphite. The effect on germination of treating seeds with different
concentrations of acid can be investigated.
 The carbon cycle should be revisited and then used to explain why carbon dioxide levels may
be rising and the effect on the environment. This could be linked to causes and effects of
deforestation. Students could produce a public advice leaflet, presentation or video outlining
the causes and effects of an increase in atmospheric carbon dioxide. Although the water
cycle is not mentioned as a discrete topic in the specification, students needs to understand
that deforestation affects evapotranspiration, leaching and soil erosion.
 There is a great deal of data regarding changing atmospheric carbon dioxide levels,
increasing global temperatures, changes in sea level and deforestation effects. Students
could be given sets of data and ask to make conclusions before reporting back to the class.
 A model of the greenhouse effect can be made (see practical).
 Water pollution due to sewage release and fertilisers can be taught after the use of
fertilisers to maximise crop growth. The nitrogen cycle can also be revisited. Case studies can
be considered such as the development of ‘dead zones’ in the ocean due to sewage and
fertiliser release and the links to algal blooms.
 Fertiliser can be added to fresh pond water in an illuminated fish tank and oxygen levels
monitored. The fertiliser should cause the growth of algae and oxygen levels should decline.
Students should be able to explain all the stages leading to oxygen loss.
 The use of indicator species to assess sulfur dioxide (lichens) and oxygen (river
invertebrates) could be discussed. It is often possible to see lichen growth around school
grounds. If it is not possible to directly assess river invertebrates, sample data could be
analysed.
 There is some overlap with Chapter 10 which considers how to maximise crop growth. The
use of greenhouses, fertilisers and pest control may be considered as part of this topic.
Students can be given a large diagram (poster) of a greenhouse and asked to design it to
maximise crop growth considering factors such as light source, ventilation, carbon dioxide
source, mineral ion source, pest control, humidity control and temperature control. They
should annotate their diagrams with reasons for each piece of equipment.
 Pest control could be considered as part of this chapter or may be taught alongside food
chains and webs. Students should consider the benefits and drawbacks of chemical and
biological pest control. Students could research the effects of DDT and produce a poster
explaining how it bioaccumulates. Students could also research different biological control
agents and the use of Cactoblastis cactorum in Australia to control prickly pear cactus. This is
a good opportunity to consider the effects of invasive species, such as the cane toad.
 Fish farming is a topic that is best covered after all other aspects of the ecology and human-
impact topics have been covered. It offers an opportunity to combine many other aspects of
the specification, such as eutrophication and water pollution, predation, competition, the
need for dietary protein, disease control and selective breeding. There are several videos

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not copyright free.
 available on the Internet showing farming of fish, such as tilapia and salmon. Students could
design a fish farm and annotate the diagram with explanations of all the features.

Possible misunderstandings
 Many students confuse the effects of the different air pollutants. For example, suggesting
that carbon dioxide causes acid rain and that sulfur dioxide contributes to global warming.
Students could make a summary booklet that clearly shows the effects of each pollutant.
 Some students do not appreciate that the greenhouse effect is a natural phenomenon and
that increased carbon dioxide could lead to an enhanced greenhouse effect.
 When considering the process of eutrophication, many students confuse the reduction of
oxygen by bacterial respiration with reduced oxygen production by algae. Some students
also often think that algae start to respire at a faster rate when light is limiting. A card
sorting exercise with each stage of the effects of eutrophication often helps students get the
correct order of events.

Differentiation
 For extension, students could be given complex data linked to environmental pollutants,
such as carbon dioxide levels and the biological oxygen demand of rivers. Students could
research other effects of pollution, such as plastic and heavy metal ions in marine
ecosystems, CFCs and the ozone layer. When data is given to classes to analyse, higher
ability groups could be given less ‘scaffolding’ when carrying out the analysis.
 Less able students should be given ‘scaffolding’ explaining how to analyse data and what to
look for when analysing data. The model of the greenhouse effect should be used to help
gain an understanding of how carbon dioxide raises the temperature. Video footage of
deforestation effects and fish farming are useful, as is visiting or setting up a real
greenhouse.

Practicals

Additi onal practi cals

 Investigating acid rain. Boxes of cress seedlings can be placed into clear polythene bags with
cotton wool containing either sodium metabisulphite or water (control). Seeds can also be
soaked in different concentrations of hydrochloric acid to determine the effects of acidity on
germination.
 A model of the greenhouse effect can be made by placing a thermometer in a bottle along
with a dish of vinegar and sodium hydrogen carbonate. The bottle is placed in front of a
lamp and the temperature monitored. The lamp should be switched off and the fall in
temperature observed. A control experiment is also performed using water.
 A survey of lichens in the school grounds to assess acid rain pollution can be carried out.
 The effect of fertilisers on algal growth and water oxygen concentration can be assessed by
placing fertiliser into a tank of pond water and monitoring the effects over several weeks.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is
not copyright free.