The experiment that we did was primarily based on the question how human impacts affect ecosystems, and how global warming affects ecosystems. One test was the control, the second test was all about human impacts on the environment, and the third one was all about global warming. The following graph that we are about to show you, showcases the information that was obtained from the experiment. 

 

 

The graph shown above is a visual representation of the estimated percentage of the plant health all throughout the three experiments.  These percentages were based on the plant's average height . 

 

 

 

Legend:

 

 

The graph showing above is a visual representation of the colour changes throughout the time period in which the test was recorded. The y-axis shows the colours,  and the x-axis shows the days. The legend States that the numbers  shown in the y-axis  correspond to a colour. Each colour is the colour of the plants throughout the experiment. 

 

 

 

 

Soil is a very important component to a plant's growth as it contains nutrients and minerals for the plant. Although, in many places fungi can grow on plants and right on top of the soil this is very good for the ecosystem as fungi are important decomposers. We can see that in Test 2 it had the most fungi growth which in turn helped it start decomposing the organic matter. In the following graph we will show you the fungi growth / amount in all of the three tests. 

 The y-axis on the graph above shows the three tests.  The x axis shows the surface area in which the fungi grew after the experiment.  The total surface area of the jars was 44 centimetres squared and the measurements on the x-axis are the fractions out of that total.

 

 

 

 

The graph shown above is a visual representation of the temperatures in the test environments. The y-axis represents the temperature in celsius. 

 

 

 

 

Out of curiosity, we started to experiment with pH levels. (Keep in mind that this was not part of the experiment, this was only done out of curiosity.)

We used Litmus Paper to briefly answer our questions. “Is a healthy ecosystem’s soil acidic or alkalinic?”, and “Is a polluted ecosystem's soil acidic, or alkalinic?”.  (This was done after the experiment.)

The following table showcases the information that we got from the Litmus Paper.

 

⚫=Acidic

⚪=Neutral

 

 While Test one and three were neutral, Test 2 was acidic. This backed up our experiment as it proved that Test 2 was polluted as it was acidic. 

 

 

 Just to verify our findings we did some research.

                                                                                                             (Gibson, M. (June 28, 2023)

 A healthier soil which is suitable for sustaining life has a pH of about 6.2 and 6.8 these levels are considered neutral on the pH scale

 If the soil is more to the acidic side it means that it has a lack of nutrients.  This can result in the growth of the plant being very bad and can cause the plant to die entirely. 

In conclusion, humans, and climate have a huge impact on how plants, and ecosystems thrive. This can be seen all throughout the world, and in our experiment. Test 1 was the control, which demonstrated a healthy ecosystem. Test 2 was Human influences on ecosystems, and Test 3 was Climate Change impacts on ecosystems. All of these manipulations had a completely different effect on the ecosystems. For example, the effects of Human, and Global Warming, the height and width of plants/tests before and after the experiment, the colour of plants/test before and after the experiment, what the soil look like before and after the experiment, and the temperature of the environment, were all different throughout all of the experiments.

 

The phenomenon of global warming has been a topic of scientific inquiry for many decades, with numerous studies conducted to investigate its causes, effects, and potential solutions. However, there is still much that we do not know about this complex phenomenon. One area of inquiry that has received relatively little attention is the impact of different effects of global warming on ecosystems. So this is why we try to make this problem known and in some ways we can reduce or even stop this phenomenon, also created by us humans.

  The purpose of this project was to study the impact of humans and global warming through an experimental setup.  After looking through different perspectives, we conclude that humans have a greater impact on ecosystems.  Since humans have more chemical-based products, those products are most likely non-biodegradable.

This means if we expose these chemicals to the environment it is very likely that they will have a detrimental effect on that ecosystem.   This is supported in our experiment through different perspectives, as we concluded that the most damaged data was always in Test 2.  To further explain, the contaminated water represents the chemicals that we throw into the environment. Soon after, chemicals in the contaminated water started to kill the ecosystem's plants . Hence, test 2 was considered to be the least healthy.

  As we looked deeper into the data that we collected, we came to discover that test two could not be completely dead.  This is because fungi were more prominent in that test.  This means that the deeper parts of the soil could still be healthy and alive, which is the only explanation for why the fungi could have formed to decompose the organic matter that we planted in it. It also means that the carbon cycle was, in effect, and it was interlinking the vegetation with carbon. 

We concluded that test 3 was the healthiest.  Since the ideal environment for a thriving ecosystem is warm and moist, that environment was given to that test. Its colour and height are very rich , compared to the other two tests, and way better.   Even though test three had the least fungi growth of all the tests, it was still said that the ecosystem was driving and was healthy. Hence, test 3 was the healthiest.

After we asked our question, we formed our hypotheses, and ever since we have been wondering if our hypothesis was correct or not. Navnir hypothesised that the ecosystem has two that will die, but not completely, as with the bag we also do good things.  The ecosystem in test 3 will die completely because of the extreme heat, and it might also suffer from gel and drying out.   This was proven incorrect. And test two, even though we tried to give the plants sunlight and good care, they still ended up dying completely because of the chemicals in the water that was given to them. In test 3, instead of dying, it was the healthiest, which was the complete opposite of Navnir’s hypothesis. Tanveer hypothesised that for both tests, they would grow to be weak, and the stems would break off easily.  In the case of Test 2, this hypothesis was correct, as the plants in it were brutal and dead.  In the case of test three, this is completely incorrect as test 3 was the healthiest in the end, same as Navnir’s hypothesis. 

At the beginning of this project, we had minimal knowledge about ecosystems and how they thrive in two different situations. Towards the end, we gained immense knowledge about this topic. Both of us had basic information about greenhouse gases, some of the effects of climate change on the environment and ecosystems, and some of the ways we humans are the biggest reasons why climate change happens.  As we dug deeper and deeper, we answered more and more questions that sparked in our minds.  One of the most fascinating things that we learned is how many different natural cycles there are, such as the water cycle, the rock cycle and the carbon cycle. And not only that but how those cycles help the ecosystem thrive.  We also deepen our knowledge of how synthesis breaks and if there is a possible weight to make the photosynthesis equation go backwards. All those things are tied into all the amazing things that make an ecosystem so rich and beautiful. 

  Throughout this project, we have gained knowledge and insights about various aspects of global warming, including different ecosystems, animals, and plants. Our understanding of the relationships between all forms of life has also been enhanced through this learning experience. In both of our hypotheses we both were incorrect and also correct in different ways, the only reason to figure this out was with the help of our observations on the experiment. When we looked at our observations and made graphs, we started to do research on this topic giving us more to work with. These are only some of the areas that we researched and learnt about in our project. 

 

 

1. Create Your Own Mini Ecosystem at Home! - Shaver’s Creek Environmental Center
2. Human Impacts on the Environment
3. What Is Climate Change? | Facts.
4. Ecosystem
5. Image Citation: https://socratic.org/questions/can-you-define-ecosystem  
6. Greenhouse effect - Energy Education (image citation and informative) 
7. https://www.sparklebox.co.uk/previews/sb12523-carnivore-omnivore-herbivore-venn-diagram-sorting/  (Image citation)
8. Types of Plants-Herbs, Shrubs, Trees, Climbers, and Creepers
9. Ecosystems - Science Learning Hub 
10. 3. Energy in Biological Processes
11. Photosynthesis
12. Is photosynthesis reaction reversible? - Quora
13. https://www.nature.com/scitable/knowledge/library/what-are-soils-67647639/ 
14. Symbiosis: The Art of Living Together 
15. The citric acid cycle | Cellular respiration (article) | Khan Academy
16. what is ATP . .  
17. https://www.firstcry.com/intelli/articles/layers-of-soil-lesson-for-preschoolers-and-kids/  (Image citation)
18. Photosynthesis Equation, Reaction, Diagram, Process (image citation and informative)
19. Every food chain begins with a producer. Plants are 
20. Rock Cycle Steps & Science Project | HST Earth Science K-6
21. The Rock Cycle | Diagram, Formation » Geology Science
22. Forest Biome
23. Forest | Definition, Ecology, Types, Trees, Examples, & Facts | Britannica .   
24. Trunk | tree | Britannica
25.  
26. Parts of a Rainforest
27. Intro to photosynthesis (article) | Khan Academy
28. Photosynthesis Equation, Reaction, Diagram, Process
29. https://facts.net/science/biology/8-enigmatic-facts-about-trophic-level/     
30. Food Chain: Definition, Types, Examples, and Diagram 
31. Is photosynthesis reaction reversible? - Quora. 
32. The Carbon Cycle  
33. What is the carbon cycle?
34. Protecting Our Planet Starts with You - National Ocean Service
35. 7 Reasons Why Sustainability is Important
36. https://www.canada.ca/en/environment-climate-change/services/climate-change/things-you-can-do-help-environment.html 
37. Canada's Climate Actions for a Healthy Environment and a ...
38.  The 3R approach: Recycled, Reduced and Reused. | Download Scientific Diagram Reduce, Reuse and Recycle - Boulder County
39. Reduce-and-Reuse
40. Reducing and Reusing Basics | US EPA
41. Canada's Climate Actions for a Healthy Environment and a ...
42. https://education.nationalgeographic.org/resource/resource-library-human-impacts-environment/ 
43. https://education.nationalgeographic.org/resource/pollution/ 
44. What is Acid Rain? | US EPA
45. Soil erosion
46. 4. How can human actions seriously affect water resources?. 
47. Anthropogenic impacts on the global water cycle - a multi model approach. - NASA/ADS. 
48. Humans and the water cycle
49. The Water Cycle | U.S. Geological Survey. .  
50. How do humans affect the rock cycle?. 
51. https://www.qld.gov.au/environment 

 

Books: 

• Eye Witness: Ecology by: Laura Bullar and Steve Pollock (1993)
• Global Warming by: John Houghton (2004)

 

• We would like to thank our science teacher, and last year’s teacher for guiding us throughout our project, and giving us feedback for what we should do next.
• We would also like to give a huge thank you to Navnir’s father for giving us ideas, and suggestions throughout the project. Not only that, but supporting us, and encouraging us. 
• We would also like to thank the grade sixes and nines, eights, and seven TLCs  in our school for helping us with our interview and being a part of our project.

 

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