Caribbean Secondary Examination Council

Human & Social Biology

School Based Assessment
The Effects of Invasive Species on Guyana’s Ecosystem

Name of Candidate(s): Dominic Drupe, Nicholas Budhu, Videsh Dowlatram

School: The Bishop’s High School

Centre No.: 090007

Country: Guyana

Subject: Human & Social Biology

Year of Examination: 2024

Teacher: Ms. Devta Ramroop

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TABLE OF CONTENTS:

Background / Overview of Issue.............................................................................3

Problem Statement.................................................................................................4

Research Objective ...............................................................................................5

Methodology…………………………………………………………………… 6

Presentation of Data…………………………………………………………….. 7

Analysis/Interpretation of Data…………………………………………………..11

Conclusion…………………………………………………………………….. 13

Recommendations………………………………………………………………14

Reflection………………………………………………………………………15

Bibliography……………………………………………………………………16

Appendix………………………………………………………………………17

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BACKGROUND/OVERVIEW OF ISSUE:

Invasive species exert profound and multifaceted impacts on ecosystems, disrupting

the intricate balance of native plant and animal communities. Competing with native
species for essential resources, invasive species diminish the abundance and diversity
of indigenous flora and fauna. Alterations to habitats may lead to the loss of critical
breeding and feeding grounds, exacerbating ecological imbalances. The introduction
of new predators or prey disrupts established food webs, increasing predation
pressure and resulting in population declines or local extinctions. Invasive species
also affect disease dynamics and genetic integrity through hybridization, contributing
to biodiversity loss. Furthermore, these intruders interfere with vital ecosystem
processes such as nutrient cycling, pollination, and seed dispersal. Disruptions in
nutrient cycles can have cascading effects on the availability of essential resources,
while impacts on pollination and seed dispersal affect plant reproduction and
community composition. Beyond ecological consequences, invasive species inflict
economic and social burdens, affecting industries, agriculture, and cultural practices.
Managing invasive species is challenging and resource-intensive, demanding
significant financial investments and scientific expertise. The allocation of resources
to combat invasions diverts attention and funds from other critical environmental and
societal needs, creating a complex dilemma with widespread implications. Invasive
species, therefore, pose a multifaceted threat that extends beyond ecological
disruptions to impact economies, societies, and cultural practices, underscoring the
urgency of effective management strategies and heightened public awareness.

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PROBLEM STATEMENT:

The continuous increase of invasive species upon an environment can cause severe
harm to ecosystems and may potentially cause some species to become extinct.

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RESEARCH OBJECTIVE:

To determine the effects of invasive species on ecosystems in Georgetown, Guyana.

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METHODOLOGY:

AREA OF STUDY: Georgetown Guyana

Georgetown, Guyana features diverse ecosystems like mangrove forests, riverine

habitats, and coastal wetlands. The city's urban spaces, surrounded by rich tropical
forests, contribute to the region's biodiversity. Estuarine environments where rivers
meet the sea enhance the ecological significance of the area.

MAP OF GEORGETOWN, GUYANA

DATA COLLECTION INSTRUMENT AND PARTICIPANTS:

An online questionnaire prepared using Google Forms will be prepared to gather data
for this research. The intended demographic for this research is the first to fifth form
students at The Bishops’ High School between the ages of 13 and 17 who reside in
Georgetown. The questionnaire will be distributed via WhatsApp as this method of
acquiring data has proven to be adequate since distribution is instantaneous. It allows
for a wide range of participants and provides large amounts of data.

LIMITATION:

A possible limitation in the questionnaire could be that some participants are unable

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to complete the survey and leave questions unanswered. Out of the 50 forms that will
be distributed, approximately 25 forms will be completed and returned

PRESENTATION OF DATA:

FIGURE 1 – TABLE SHOWING DATA USED TO CONSTRUCT PIE CHART

Options Answers
Rock Pigeon 10
Africanised Honey Bee 2
Small Asian Mongoose 3
Yellow Fever Mosquito 12

FIGURE 2 – PIE CHART SHOWING INVASIVE SPECIES WHICH IMPACT

ECOSYSTEMS OF GEORGETOWN THE MOST

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FIGURE 3 – TABLE SHOWING DATA USED TO CONSTRUCT COLUMN CHART

Options Answers
Competition for resources 15
Disruption of native species’ population 16
Alteration of ecosystem structure and 14
function
Predation on native species 14
Spread of diseases to native species 15
Changes in nutrient cycling 13
Crossbreeding between native species and 11
invasive species

FIGURE 4 – COLUMN CHART SHOWING ECOLOGICAL IMPACTS OF

INVASIVE SPECIES ON ECOSYSTEMS IN GEORGETOWN

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FIGURE 5 – TABLE SHOWING DATA USED TO CONSTRUCT COLUMN CHART

Options Answers
Yes, they can recover completely. 13
Yes, but with lasting changes. 9
No, irreversible damage is likely. 3

FIGURE 6 –BAR GRAPH SHOWING THE CAPACITY OF RECOVERING ON

ECOSYSTEMS IN GEORGETOWN

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 FIGURE 7 – TABLE SHOWING DATA USED TO CONSTRUCT LINE GRAPH

Options Answers
Native species diversity 13
Ecosystem size and type 12
Human intervention and management 21
Climatic conditions 16
Time since invasion 9
Availability of natural 20
predators/competitors.

FIGURE 8 – COLUMN CHART SHOWING FACTORS WHICH INFLUENCE AN

ECOSYSTEM’S ABILITY TO RECOVER IN GEORGETOWN

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ANALYSIS AND INTERPRETATION OF DATA

According to the information provided in Figures 1 and 2, out of the 25 students who
participated in the survey, 12 students, accounting for 44.4% of the respondents, indicated
through their Google Form responses that they have observed the Yellow Fever Mosquito as
the most prevalent invasive species in their surrounding ecosystems. Additionally, 10
students (37%) reported observing the Rock Pigeon, while 3 students (11.1%) noted the
presence of the Small Asian Mongoose, and 2 students (7.4%) mentioned observing the
Africanised Honey Bee.This suggests that more accommodations should be made to combat
this invasive species so that it does not continuously negatively affect an ecosystem.

Based on the data from Figures 3 and 4, among the 25 students who participated in the
survey, 16.3% reported witnessing disruptions in the population of native species.
Meanwhile, 30.6% of students observed both competition for resources and the spread of
diseases to native species in their surrounding ecosystems. Additionally, 28.6% reported
instances of predation on native species and alterations in the structure and function of the
ecosystem. Moreover, 13.3% noted changes in nutrient cycling, and 11.2% observed
instances of crossbreeding between native species and invasive species in their nearby
ecosystems.This suggests that accommodations should be made to prevent the effects these
invasive species can have on an ecosystem.

According to Figures 5 and 6, of the 25 students who have responded to this questionnaire,
13/ 52% of students believe ecosystems have the capacity to recover completely without any
lasting changes while 9/36% believe ecosystems can recover with lasting changes and 3/12%
believe ecosystems cannot recover because of irreversible damage.This suggests that
accommodations are mostly in place to combat the effects an invasive species can have on an
ecosystem.

Based on the data presented in Figures 7 and 8, among the 25 students who participated in the
survey, 23.1% expressed the belief that human intervention has an impact on the ability of an
ecosystem to recover. Additionally, 22% of students believe that the presence of natural
predators influences an ecosystem's recovery. Meanwhile, 17.6% hold the belief that climatic
conditions can affect an ecosystem's recovery, and 14.3% focus on the influence of native
species diversity. Furthermore, 13.2% of respondents consider the size and type of the
ecosystem as potential factors, while 9.9% believe that the time elapsed since invasion plays
a role in an ecosystem's recovery.This highlights that pest control active measures are already
in place to protect our surrounding ecosystems.

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FINDINGS:

The following findings were deduced from the gathered data:

1. Yellow fever is among the most common invasive species affecting the ecosystems of
Georgetown Guyana with 44.4% of students observing it in their nearby ecosystems.

2. Competition of resources and spread of diseases are two significant factors which
impact an ecosystem the most with 30.6% of students observing these effects
followed by 28.6% observing predation of native species and alterations in structure
and function in their surrounding ecosystems.
3. The capacity of an ecosystem to recover from the effects of invasive species is quite
high with 52% of students supporting this statement while 36% of students suggesting
that ecosystems can recover but with lasting changes.

4. Human Intervention is a major factor which influences an ecosystem’s ability to

recover being high at 23.1%. Furthermore, addition of natural predators is crucial for
an ecosystem’s ability to recover because they have the ability to reduce invasive
species population size while maintaining a balance in the ecosystem by controlling
the abundance of invasive species.

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CONCLUSION:

It was concluded that the Yellow Fever Mosquito affects the surrounding ecosystems of
Georgetown the most due to its harmful spread of diseases towards the
environment.However, it is noted that accommodations have been made to combat invasive
species and the results have proven that invasive species affect an ecosystem by spreading
diseases, reducing native species population, preying on native species, competition for
resources and affecting ecosystem structure and function

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RECOMMENDATIONS:

Implementing more Invasive Species Control Measures - Implementing more invasive

species control measures can positively affect an environment by maintaining the balance of
the biodiversity within an ecosystem all while removing the abundance of invasive species.
This can be done through introducing natural predators, parasites or pathogens which
naturally affect such invasive species. However this should be done carefully so as to prevent
any consequences this can have on an ecosystem. Invasive Species can also be chemically
removed through herbicides/pesticides but care should be taken so as to prevent contact with
unwanted impacts.

Raising Awareness - Programs can be introduced to teach the general public about the
harmful effects invasive species can have on an ecosystem and what the critical consequences
are. These programs can also consist of counter measures to combat these organisms as well
as preserving an ecosystem to withstand as many effects invasive species may cause.

Introducing regulations and policies - Strict regulations and policies can be enforced to
prevent the risk of import, sale and transport on potential invasive species. These policies
and regulations can penalise individuals for introducing invasive species to an ecosystem.

Restoration and Habitat Management - Restoring and enhancing ecosystems which have
already been impacted by invasive species while also improving their ability to withstand the
harmful impacts invasive species can have on an ecosystem. Managing these ecosystems is
also important to prevent the conditions that favour the spread of invasive species.

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REFLECTION:

This project has significantly impacted our understanding of the profound consequences
that invasive species can have on ecosystems, shedding light on the lasting effects they leave
behind. The research has not only broadened our knowledge of invasive species but has also
equipped us with strategies to effectively combat and mitigate their detrimental effects. One
key realization is that invasive species exert their most significant impact on ecosystems by
preying on native species and spreading diseases. As aspiring scientists, this newfound
knowledge empowers us to formulate strategies for enhanced protection and preservation of
ecosystems, extending beyond Georgetown, Guyana, to encompass global regions.
As we reflect on the project, we acknowledge that a more extensive response to our
questionnaires would have yielded more accurate and comprehensive results. A wider dataset
would have afforded us a deeper understanding of the distribution of invasive species across
the vast areas of Georgetown, potentially uncovering diverse variations in their effects.
The importance of controlling invasive species becomes evident when considering the
potential breakdown of ecosystem biodiversity. Invasive species, through predation on native
species and the spread of diseases, can lead to the extinction of certain species, altering their
contributions to the ecosystem irreversibly. If left uncontrolled, these effects can trigger a
domino effect, causing ecosystems to deteriorate, and irreversible damage may ensue. The
widespread distribution of invasive species across major parts of the world could not only
impact job opportunities but also disrupt the crucial roles that native species play in providing
resources to the environment. Without these integral roles, ecosystems would struggle to
thrive.
This research has fueled our determination to address the challenges posed by invasive
species comprehensively. It has instilled in us a sense of responsibility as future scientists to
contribute to the development of sustainable strategies that can protect ecosystems and
preserve biodiversity on a global scale. The implications of this project extend beyond the
academic realm, influencing our commitment to becoming conscientious stewards of the
environment.

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BIBLIOGRAPHY:

Environmental Protection Agency. (2023, January 15). Invasive alien species in Guyana
Assessment Report.pdf - Environmental Protection Agency.Retrieved from:
https://epaguyana.org/download/invasive-alien-species-in-guyana-assessment-report-pdf/

Unknown. (2024). Preventing the spread of invasive species.Washington Department of Fish

and Wildlife.Retrieved from: https://www.nps.gov/subjects/invasive/prevention.htm

Unknown. (2023). Combating Invasive species.National Wildlife Federation. Retrieved from:

https://www.nwf.org/Our-Work/Wildlife-Conservation/Invasive-Species/

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APPENDIX:

Human and Social Biology

Questionnaire

COVER LETTER:

Dear participants,

This group of Grade eleven Science students at The Bishops’ High School is presently
engaged in a research project titled, "The Impact of Invasive Species on Ecosystems in
Georgetown, Guyana." Seeking to enhance our understanding, we kindly seek your sincere
and carefully considered responses. Invasive species are species which are not indigenous/native to
a particular area. As such they significantly impact ecosystems, disrupting the balance of native plant
and animal communities.Your input will contribute valuable and effective information essential
for the successful completion of our Human and Social Biology SBA for the 2024 CSEC
Examinations. Please rest assured that all information provided by respondents will be treated
with confidentiality and used solely for the purpose of completing this research study. We
express our gratitude in advance for your cooperation in participating in our questionnaire.

Kind Regards,

Dominic Drupe

Videsh Dowlatram

Nicholas Budhu

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Instructions: Please Indicate your response by putting a tick in the box provided.

1. Tick the box which corresponds with your age:

☐13
☐14
☐15
☐16
☐17

2. Gender:

☐Male
☐Female

3. What invasive species impact your local area the most?

☐Rock Pigeon
☐Africanised Honey Bee
☐Small Asian Mongoose
☐Yellow Fever Mosquito
☐Other

4. Have you observed the potential ecological impacts of invasive species in your
surrounding ecosystems?(Check all that apply)

☐Competition for resources (food, habitat)

☐Disruption of native species' population.
☐Alteration of ecosystem structure and function.
☐Predation on native species.
☐Spread of diseases to native species.
☐Changes in nutrient cycling.
☐Crossbreeding between native species and invasive species.

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 ☐Other

5. Do you believe ecosystems have the capacity to recover from the impacts of invasive
species over time?

☐Yes, they can recover completely.

☐Yes, but with lasting changes.
☐No, irreversible damage is likely

6. What factors do you think influences an ecosystem's ability to recover from impacts
of invasive species?(Check all that apply)

☐Native species diversity.

☐Ecosystem size and type.
☐Human intervention and management.
☐Climate conditions.
☐Time since invasion.
☐Availability of natural predators/competitors.
☐Other

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 CARIBBEAN EXAMINATIONS COUNCIL
CSEC - Human and Social Biology

SCHOOL BASED ASSESSMENT

Mark Scheme for School Based Assessments

ASSESSMENT CRITERIA PROFILE POINTS
Use of ALLOTTED
Knowled
ge (UK)

1. Background/Overview of Issue (2)

● Provides a clear, detailed description of a 2

current health-related or environmental issue
● Description is detailed but lacks clarity 1

2. Problem Statement (2)

● Research problem is stated clearly 1
● Research problem is in an appropriate form - 1
an observation of question

3. Research Objective (2)

● Objective of the research is linked to the 1
issue ● Objective of the research is 1
realistic/feasible

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4. Methodology (8)
● Sample used is identified and clearly 2
described ● Data collection instrument is 2
identified and clearly described 2
● Method of data collection is identified and 1
clearly described 1
● Method of data collection is adequately justified
● ONE limitation of data collection method
clearly stated

5. Presentation of Data (5)

● Data is presented in an appropriate form 1
using tables, graphs and charts
● Data is presented in at least TWO forms 2
● Form(s) used for presentation of data is 1
correctly labelled 1
● Data presented are accurate

6. Analysis and Interpretation of Data (5)

● Data is analyzed using appropriate 1

calculations/statistics/themes 1
● Data is summarized accurately 2
● At least TWO statements of findings based 1
on data presented
● Findings are consistent with analyses

7. Conclusion (2)
● Conclusion succinctly summarizes the 1
project ● Conclusion is logical and based on 1
findings

8. Recommendations (4)
● At least TWO recommendations 2
proposed ● Recommendations are realistic 1
● Recommendations are informed by findings 1

9. Reflection: Candidate states the following (6)

information: ● Two lessons learnt after 2
undertaking the project ● One way in which the 1
lesson learnt could be applied to his/her personal
life 1
● One way in which the project could be improved 2
● ONE social impact and ONE economic impact
the issue could have on his/her school or
community if not rectified.

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10. Overall Presentation (4)
● Layout of report follows the correct 2
format inclusive of cover page, table of
contents, 1
bibliography and appendices 1
● If layout includes only two elements - 1
mark only 1
● Bibliographic information contains the names
of authors, publishers and dates of publication
● Consistent use of correct spelling and grammar

Total 40

Human and Social Biology School Based Assessment

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