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HSCScience Biology 2025 · Y11 · FA3
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Year 11 Biology Evolution and ecosystems ⏱ ~60 min Practice bank · 3 Short Answer Lesson 3 of 25

Human-Induced Selective Pressures

For ten thousand years humans have been an evolutionary force without meaning to be. Every time a farmer keeps the best seed, a fisher lands the biggest fish, or a hospital prescribes an antibiotic, we tilt the odds of survival in a population, and the population responds. This lesson asks a sharper question than the last: when the selective pressure is us, how does evolution play out, and how fast?

Today's hook: Fishers who only keep big fish should be left with a sea full of small ones, and that is exactly what has happened to several cod populations. How did simply harvesting the largest fish reshape a whole species?
0/5TASKS
Start here

Orient yourself

Make a prediction, scan the goals and the key terms, and see which misconception this lesson is built to fix.

Before You Read

warm-up

A weed killer (herbicide) is sprayed on a paddock of weeds every season. A few weeds happen to carry an allele that lets them survive the chemical.

Before reading: predict what the weed population will look like after several years of spraying, and explain why. Is the herbicide creating the resistance, or revealing it?

Learning Intentions

goals

Know

  • What a human-induced selective pressure is
  • Examples: selective breeding, harvesting, chemicals, habitat change
  • That these act by the same mechanism as natural pressures

Understand

  • Why human pressures often act faster than natural ones
  • Why chemicals select for resistance rather than create it
  • How artificial selection differs from natural selection in the source of the pressure

Can Do

  • Explain how a stated human activity functions as a selective pressure
  • Identify the trait being selected for in a human-driven example
  • Distinguish artificial selection from natural selection

Scan these before reading

vocab
Human-induced pressureA selective pressure that results from human activity, e.g. pesticides, harvesting, pollution, habitat change.
Artificial selectionSelective breeding, humans deliberately choosing which individuals reproduce, based on desired traits.
ResistanceAn inherited ability to survive exposure to a chemical (e.g. herbicide, antibiotic) that kills others of the species.
Harvesting pressureSelection caused by humans removing individuals with a particular trait, e.g. only catching the largest fish.
AnthropogenicCaused or produced by humans (from anthropos, human).

Match each term to its meaning: use the Key Terms card above.

  • Human-induced pressure
  • Artificial selection
  • Resistance
  • Harvesting pressure
  • Anthropogenic
  • An inherited ability to survive a chemical that kills others of the species
  • Caused or produced by humans
  • Humans deliberately choosing which individuals reproduce
  • Selection caused by humans removing individuals with a particular trait
  • A selective pressure that results from human activity
Where this sits in the course: Lesson 2 sorted natural pressures into abiotic and biotic. This lesson adds a third, increasingly powerful source, humans. The antibiotic and DDT resistance you meet here returns as a full secondary-source investigation in Lesson 15.

Misconceptions To Fix

watch out
✗ Wrong: Spraying a pesticide makes the insects become resistant, the chemical causes the mutation.
✓ Right: The resistance allele already exists in a few individuals by chance before spraying. The pesticide does not create resistance; it acts as a selective pressure that kills the susceptible insects and lets the already-resistant ones reproduce. Selection reveals existing variation, it does not generate it on demand.

Humans as a Selective Force

Same mechanism, new source of pressure

1

Humans as a Selective Force

+5 XP

Same mechanism, new source of pressure

Humans change the environment so often and so strongly that our activities have become a major source of selective pressure, but the underlying mechanism is exactly the one from Lesson 1.

A human-induced selective pressure is any change caused by human activity, pesticides, antibiotics, harvesting, pollution or habitat alteration, that makes some heritable variants survive and reproduce more than others, thereby driving evolution in the population.

The key point is that humans do not change how evolution works. We simply supply a new and often intense selective pressure. Variation must still already exist; the trait must still be heritable; differential reproduction still does the work. What is different is the speed: because human pressures (like blanket antibiotic use) can be extremely strong, the population can shift in just a few generations.

Pause, copy the highlighted definition into your book before moving on.

Selective pressures caused by human activity are described as _____ pressures (a word meaning "produced by humans").

Chemicals: Antibiotic & Pesticide Resistance

How a chemical selects for resistance step by step

2

Chemicals: Antibiotic & Pesticide Resistance

+5 XP

How a chemical selects for resistance step by step

We just said human pressures use the ordinary mechanism. That raises a question: what does the clearest case, chemical resistance, actually look like? This card answers it → the step-by-step rise of resistant bacteria.

A chemical such as an antibiotic does not target the susceptible cells' ability to mutate, it simply removes them, leaving the already-resistant minority to multiply.

Antibiotic resistance: a rare resistant cell is already present; the antibiotic kills the susceptible cells; the resistant cells repopulate.Antibiotic as a human-inducedselective pressure1. Mostly susceptiblered = rare resistant cell2. Antibiotic appliedsusceptible cells die3. Resistant repopulatepopulation now resistant
The resistant cell exists before the antibiotic is applied; the drug acts as the selective pressure that kills the rest, so the resistant line repopulates
Text description
  • 1 A bacterial population is mostly susceptible (teal); one rare cell is already resistant (red).
  • 2 The antibiotic is applied: the susceptible cells die (dashed outlines); the resistant cell survives.
  • 3 The resistant cells reproduce, so the population is now resistant.

The same logic applies to insecticides (DDT-resistant mosquitoes) and herbicides (resistant weeds). In each case the chemical is the human-induced selective pressure, and the resistant variant, which arose earlier by chance mutation, is favoured.

Chemicals (antibiotics, pesticides, herbicides) act as human-induced selective pressures: they kill susceptible individuals, leaving rare pre-existing resistant variants to survive and reproduce. The chemical selects for resistance; it does not create the resistance allele.

Pause, copy the three-step resistance sequence and the highlighted summary into your book.

A farmer notices that after years of using one insecticide, it no longer works. The best explanation is that:

Apply it: Explain a Human-Induced Example

Work the activity in your own book before you read on. This is the first point where you are on your own.

Activity 1

ApplyBand 5

Explain a Human-Induced Example

Pattern A, Structured explanation

Overfishing that targets the largest cod has been linked to populations that now mature at a smaller size. Explain how this human-induced harvesting acts as a selective pressure. Your answer should name the variation, the pressure, who reproduces more, and the resulting change in the population over generations.

Deliberate vs Accidental Selection

Artificial selection and unintended pressures

3

Deliberate vs Accidental Selection

+5 XP

Artificial selection and unintended pressures

We just saw chemicals select accidentally. That raises a question: is human selection always accidental? This card answers it → it ranges from fully deliberate breeding to side-effects nobody intended.

Human-induced pressures fall on a spectrum from deliberate selective breeding to entirely unintended consequences of other activities.

Artificial selection (deliberate): humans choose which individuals breed, wild cabbage was bred into broccoli, cauliflower and kale; wolves were bred into hundreds of dog varieties. Here the human is the selective agent, choosing the trait on purpose.

Unintended pressures (accidental): antibiotic resistance, pesticide resistance, and size-selective fishing are not goals, they are by-products. Humans changed the environment for another reason and the population evolved as a side-effect.

An Australian worked example, and it runs both ways. Cane toads were deliberately released in Queensland in 1935 to control cane beetles, a human decision that became a powerful selective pressure on two fronts. In the toads themselves, individuals at the leading edge of the invasion have longer legs and travel further per night than toads from long-settled populations, and the invasion front has accelerated from roughly 10 km per year in the 1940s to more than 50 km per year (Phillips, Brown, Webb and Shine, Nature, 2006). In native predators, snakes from toad-exposed regions have relatively smaller heads than snakes from toad-free regions, because snakes able to swallow a large toad were the ones killed by it (Phillips and Shine, PNAS, 2004), and red-bellied black snakes from long-exposed populations are also physiologically more resistant to the toad toxin itself (Phillips and Shine, Proceedings of the Royal Society B, 2006). Humans supplied the pressure; natural selection did the rest.

Both are human-induced and both work by natural selection's mechanism. The difference is only in the intent behind the pressure. (Note: in artificial selection, humans replace the natural environment as the agent doing the choosing, but heritable variation and differential reproduction are still required.)

Human-induced pressures range from deliberate artificial selection (selective breeding, e.g. wild cabbage → broccoli/kale; wolf → dog breeds) to accidental side-effects (antibiotic/pesticide resistance, size-selective fishing). Both work by the natural-selection mechanism; they differ only in human intent.

Add the deliberate-vs-accidental distinction, and the cane toad example, to your notes before the check below.

Beyond the syllabus. The molecular detail of how a resistance allele works, efflux pumps, beta-lactamase enzymes, altered target proteins, and the transfer of resistance genes between bacteria on plasmids, is not required by this dot point. For the exam you need the selection account: the resistant variant already exists, the human chemical removes the rest, and the resistant survivors reproduce.

Breeding wild cabbage into broccoli and kale is an example of artificial (deliberate) selection.

An antibiotic creates the resistance allele in the bacteria that survive it.

Human-induced pressures can drive evolution faster than many natural pressures because they can be very intense.

See where it lands in the real world

Why this matters: the antibiotic crisis

Why this matters: the antibiotic crisis

The World Health Organization lists antibiotic resistance among the greatest threats to global health. It is a direct, ongoing demonstration of human-induced selection: every unnecessary prescription is another round of selective pressure favouring resistant bacteria. Understanding the mechanism, that we select for, but do not create, resistance, is exactly why "use antibiotics only when needed and finish the course" is sound advice. The biology in this lesson underpins public-health policy you will hear about for the rest of your life.

Two truths, one lie: three of these statements about the antibiotic crisis above are correct. Which one is the lie?

Explain6 marks

Explain how the repeated use of a herbicide on a weed population functions as a human-induced selective pressure.

1
Unpack the verb

Explain means give the cause and the effect and the link between them. The marks here are for the mechanism, and the single most common error is to describe the herbicide as causing the resistance.

6 marks. Establish the variation before the spraying, then the sorting the spray performs, then the inheritance, then deal explicitly with the misconception.

The misconception is not a side issue in this topic; a Band 6 answer is largely defined by getting the direction of causation right.
Propose5 marks

Propose a management strategy that would slow the evolution of resistance in a pest or weed population, and justify it in terms of selective pressure.

1
Unpack the verb

Propose asks you to put forward a course of action for consideration. The marks are split between the proposal being specific and the justification being mechanistic, so a vague suggestion loses on both counts.

5 marks. Give a named strategy with enough detail to be actionable, justify it by what it does to the selection, then acknowledge one cost or limit.

"Use less chemical" is not a strategy. A proposal a farmer could actually follow next season is.
Do this next

Practise independently

Answer every question in your own words first. The model answers are for checking against, not for copying.

01

Multiple Choice

+5 XP

A fresh set drawn from this lesson's question bank, feedback shown immediately. +5 XP per correct · +25 XP all correct

Pick your answer, then rate your confidence, that tells the system what to drill next.

02

Short Answer, 13 marks

+5 XP

AnalyseBand 5(5 marks) 1. Explain how the use of an antibiotic functions as a selective pressure on a bacterial population. In your answer, address the misconception that the antibiotic "creates" resistance.

1 mark: variation in resistance pre-exists by chance mutation · 2 marks: antibiotic kills susceptible cells, resistant survive and reproduce · 1 mark: resistance allele increases over generations · 1 mark: explicitly states the antibiotic selects for, not creates, resistance

ApplyBand 4(3 marks) 2. Cane toads at the leading edge of the Australian invasion have longer legs than toads from long-settled populations, and the invasion front has sped up over several decades. Explain how a human decision made in 1935 functions as a selective pressure producing this change.

1 mark: identifies the human action (deliberate release) as the origin of the pressure · 1 mark: identifies the heritable variation in leg length and the advantage at the front · 1 mark: links differential reproduction at the front to the rising frequency of the long-legged variant

EvaluateBand 5-6(5 marks) 3. A farmer says: "I will just spray a stronger dose next season, that will kill the resistant weeds and solve the problem." Evaluate this plan using your understanding of human-induced selective pressures, and suggest one strategy that would better manage the problem.

1 mark: identifies that the current resistance arose by selection, not by the chemical creating it · 1 mark: explains that a stronger dose is a stronger selective pressure · 1 mark: predicts that variants tolerating the higher dose will be favoured, so resistance increases · 1 mark: reaches a judgement that the plan is likely to fail or worsen the problem · 1 mark: names a defensible alternative such as rotating chemical classes, integrated control or reduced application

Show all answers

Multiple choice

MC answers and full explanations are shown inline as you complete each question. Use the retry button to attempt a fresh set from the lesson bank.

Short Answer Model Answer

Q1 (5 marks): Before any antibiotic is used, a bacterial population already contains a small number of cells carrying a resistance allele, which arose earlier by chance mutation, this is the pre-existing genetic variation. When the antibiotic is applied it acts as a human-induced selective pressure: the susceptible cells are killed, but the resistant cells survive. Because bacteria reproduce rapidly and the resistance allele is heritable, the resistant survivors reproduce and pass the allele on, so the frequency of resistance increases each generation until the population is largely resistant. The antibiotic does not create resistance, it cannot cause the favourable mutation to appear on demand. It only selects for resistance by removing the cells that lack it, revealing variation that was already present.

Q2 (3 marks): The human action was the deliberate release of cane toads in Queensland in 1935, which placed a large population of toads in a new environment with a continuously advancing frontier [1]. Toads vary heritably in leg length, and at the invasion front the individuals that travel furthest each night are the first to reach uncolonised habitat with abundant food and few competitors, so they leave more offspring there [1]. Because leg length is heritable, the offspring at the front inherit the longer legs, the average leg length at the frontier rises generation after generation, and the invasion accelerates. The pressure is human in origin even though the selection itself is entirely natural [1].

Q3 (5 marks): The plan misreads how the resistance arose. The herbicide did not create resistance; resistant variants were already present at low frequency and the spraying removed the susceptible plants, letting the resistant ones reproduce [1]. Increasing the dose does not remove that mechanism, it intensifies it: a stronger dose is a stronger selective pressure [1]. Any plants able to tolerate the higher dose, for example those carrying additional or more effective resistance alleles, will now be the ones that survive and set seed, so the population shifts further toward resistance rather than back [1]. The plan is therefore likely to fail and, over a few seasons, to leave a weed population that is harder to control than the one the farmer started with [1]. A better strategy is to reduce and vary the selective pressure: rotate between herbicides with different modes of action, combine chemical control with mechanical or cultural methods such as crop rotation and competitive sowing, and treat only where the weed density warrants it, so that no single chemical applies constant pressure long enough to breed a fully resistant population [1].

Finish strong

Retrieve and reflect

Do the spaced-review set from memory first, then look back at the prediction you made before you read anything.

Check what actually stuck

A short spaced-review set drawn from this lesson and the lessons before it. Answer from memory first, that is what makes it stick.

Lock it in

boss

You can now explain how human activities function as selective pressures, and distinguish deliberate breeding from accidental resistance. Next lesson zooms out to the big result of all this selection over time: the diversity of species.

↩ Back to focus-area hub

How did your thinking change?

You predicted the weed population after years of spraying. The correct picture is a paddock dominated by herbicide-resistant weeds: the spray killed the susceptible ones each season, and the rare resistant weeds, whose resistance allele existed before spraying began, survived and set seed. The herbicide revealed resistance; it did not create it.

If your first answer said the herbicide "made" the weeds resistant, return to the misconception box and Card 2: chemicals select among variation that is already there.

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