aimnova.
DashboardMy LearningPaper MasteryStudy Plan

Aimnova site navigation

Stay in the loop

Get the latest study resources and updates

New features, study tips and exam insights — straight to your inbox.

IB Diploma

  • IB Past Papers
  • IB Study Notes
  • IB Question Bank
  • IB Mock Exams
  • IB Revision

IB Subjects

  • IB Math AA
  • IB Math AI
  • IB Economics
  • IB Business Management
  • IB Physics
  • IB Biology
  • View all IB subjects→

IB Past Papers

  • IB Math AA HL Past Papers
  • IB Math AA SL Past Papers
  • IB Math AI HL Past Papers
  • IB Math AI SL Past Papers
  • IB Economics HL Past Papers
  • IB Economics SL Past Papers
  • IB ESS Past Papers
  • View all past papers→

Study Resources

  • Study Notes
  • Question Bank
  • Mock Exams
  • Flashcards
  • Revision Guide
  • Exam Skills
  • Command Terms
  • Grade Calculator
  • Exam Timetable 2026

Aimnova

  • Features
  • Pricing
  • For Teachers
  • For Schools
  • For Parents
  • About Us
  • Blog
  • Contact
aimnova.

AI-powered study platform for smarter revision, past-paper analysis and examiner-style feedback.

TermsPrivacyCookies·© 2026 Aimnova. All rights reserved.4d879c2

Aimnova is not affiliated with or endorsed by the International Baccalaureate Organization (IB).

NotesESS HLTopic 3.1Human impacts on selective forces
Back to ESS HL Topics
3.1.136 min read

Human impacts on selective forces (ESS HL)

IB Environmental Systems and Societies • Unit 3

Smart study tools

Turn reading into results

Move beyond passive notes. Answer exam-style questions, get AI feedback, and build the skills that earn top marks.

Get Started Free

Contents

  • Human impacts on selective forces at Higher Level
  • People as a selective force
  • Hunting, poaching and fishing
  • Chemicals: antibiotics, pesticides, pollution
  • Climate change and new habitats
  • Exam-style question
Human impacts on selective forces at Higher Level: An HL-only statement. Elephants born without tusks, moths that changed colour, bacteria no antibiotic can kill: people are now one of the strongest forces of natural selection on Earth.

Practise this as you read

  • Explain how hunting, chemicals, climate change and new habitats cause evolutionary change.
  • Use named examples, with Gorongosa's tuskless elephants as the guide's own case.

Free preview

This is the free notes preview

You're reading the free notes. Aimnova Pro unlocks the full study experience — and you can try it with your first topic free to keep:

  • FlashcardsLock in vocabulary and key terms with spaced repetition.
  • Practice questionsAnswer exam-style questions and get instant AI marking.
  • Mock exams & past-paper vaultSit full mocks and see exactly how examiners award marks.
  • Personalised study planA daily plan built around your exam date and weak areas.
Start Studying Free Full access to Aimnova Pro · cancel anytime
People now steer natural selection: Human activities have impacted the selective forces acting on species within ecosystems, resulting in evolutionary change in these species, often at a speed never seen before.

The points to remember

  • People change which individuals survive and breed: they are now a major selective force.
  • Individuals with a helpful trait survive and breed more; the trait is inherited.
  • So the trait's allele frequency rises over generations: evolutionary change.
  • It is the same mechanism as natural selection, but people are the selective agent: human-driven evolution.
  • It can be fast: tens of years, not millions.
Line chart of dark peppered moths near Manchester as a percentage of all peppered moths caught: about 1% in 1848, 98% in 1895, 95% in 1950, 90% in 1970, 50% in 1990 and 10% in 2010. A dashed line marks the Clean Air Act of 1956.
Soot made dark moths common; clean air made them rare again.

Real example: the peppered moth. In the Industrial Revolution, soot from burning coal blackened tree trunks and killed the pale lichens. Pale moths were easy for birds to see, so dark moths survived and bred: by 1895 about 98% near Manchester were dark. After the Clean Air Act, pale moths returned.

Never wonder what to study next

Get a personalized daily plan based on your exam date, progress, and weak areas. We'll tell you exactly what to review each day.

Try Free Study PlanYour first topic is free to keep • No credit card required

Hunting, poaching and harvesting remove individuals with a chosen trait, so the rest pass on theirs.

Hunting, poaching and fishing

  • Hunters, poachers and fishers take the biggest individuals: large tusks, horns or fish.
  • Individuals with no tusks, small horns or small bodies survive and breed more.
  • The trait is inherited, so it becomes more common over generations.
  • Heavily fished cod now breed younger and smaller: fisheries-induced evolution.
  • Losing tusks or big fish changes the ecosystem and cuts genetic diversity.
Bar chart of adult female elephants with no tusks in Gorongosa National Park: 18.5% of those born before the civil war, 51% of those that survived the war of 1977 to 1992, and 33% of those born after it.
Poachers shot tusked elephants; tuskless females survived and bred.

Real example: in Gorongosa, Mozambique, about 90% of elephants were killed for ivory to pay for the civil war. Tuskless females survived and passed on the trait, which is carried on the X chromosome, so it shows only in females. Without tusks, elephants dig for water and strip bark less, changing the park's vegetation.

The law and the money (HL lenses): Since 1989 CITES has banned the international ivory trade (Appendix I), but high black-market prices and legal domestic ivory markets in some countries still reward poaching.

The chemicals people use to kill bacteria, pests and rats are powerful selective forces.

Chemicals as selective forces

  • An antibiotic or pesticide kills susceptible individuals; a few with a resistance allele survive.
  • Survivors breed and pass on resistance; bacteria and insects breed fast, so it takes only years.
  • Bacteria can also pass resistance genes directly to each other.
  • Overuse speeds it up: antibiotics for minor illness or in farm animals, the same spray every year.
  • Pollution selects too: killifish in polluted US harbours tolerate PCBs that kill other fish.
Flow diagram. A mixed population of bacteria: most are susceptible, a few carry a resistance allele. An antibiotic is used: susceptible bacteria die and resistant ones survive. The survivors multiply every 20 minutes or so, passing on resistance. The result is a resistant population and the antibiotic no longer works. Resistance genes can also pass directly between bacteria.
The antibiotic does not create resistance: it selects it.

Real examples: MRSA spread through hospitals. The Colorado potato beetle now resists more than 50 insecticides. Rats resistant to the poison warfarin were first found in Scotland in 1958.

The chemical does not cause the resistance: The resistance allele was already there, by chance mutation. The chemical only kills the others.

Stop wasting time on topics you know

Our AI identifies your weak areas and focuses your study time where it matters. No more overstudying easy topics.

Try Smart Study FreeYour first topic is free to keep • No credit card required

People also change whole environments, and species evolve to fit them.

Climate change and new habitats

  • Burning fossil fuels warms the climate, changing which individuals survive.
  • Traits suited to warmer conditions become more common.
  • People create new habitats: cities, roads, farmland, tunnels.
  • Urban noise: city birds sing at a higher pitch, above the low rumble of traffic.
  • Roads: birds with shorter wings turn faster and are hit by cars less.
Remember it as: Hunt it, spray it, warm it, build on it: people select.

Real examples: in Finland, grey tawny owls survive snowy winters better than brown ones; as winters have warmed and snow has shortened, brown owls have become much more common. In cities, great tits sing higher than in forests. In Nebraska, USA, cliff swallows nesting under road bridges have evolved shorter wings over 30 years, and far fewer are killed by cars.

Name your examples: Answers need named examples: Gorongosa's elephants, the peppered moth and antibiotic resistance are the best known. Say which human activity is the selective force each time.
How this comes up: Expect data on a trait that changed under a human pressure, then: explain how the activity caused evolutionary change [2]-[4], or a Section B (a) [4] / (b) [7] with named examples.
Line chart of mean horn length of four-year-old bighorn rams at Ram Mountain, Canada: 60 cm in 1975, 58 in 1980, 55 in 1985, 52 in 1990, 49 in 1995 and 46 in 2000. Hunters may shoot only rams with large horns.
Illustrative data after the Ram Mountain trend.
IB-style questionExplain[3 marks]

At Ram Mountain, in Alberta, Canada, trophy hunters were allowed to shoot bighorn rams whose horns had grown large. The graph in this section shows the mean horn length of four-year-old rams there.

With reference to the graph, explain how trophy hunting has caused this evolutionary change.

Model answer plan

See the mark-by-mark plan — for / against / judgement, with marking guidance — in study mode.

Claim your free topic
Not 'natural selection' alone: Name the human activity as the selective agent, and include inheritance and a change over generations.

IB Exam Questions on Human impacts on selective forces

Practice with IB-style questions filtered to Topic 3.1.13. Get instant AI feedback on every answer.

Practice Topic 3.1.13 QuestionsBrowse All ESS HL Topics

How Human impacts on selective forces Appears in IB Exams

Examiners use specific command terms when asking about this topic. Here's what to expect:

Define

Give the precise meaning of key terms related to Human impacts on selective forces.

AO1
Describe

Give a detailed account of processes or features in Human impacts on selective forces.

AO2
Explain

Give reasons WHY — cause and effect within Human impacts on selective forces.

AO3
Evaluate

Weigh strengths AND limitations of approaches in Human impacts on selective forces.

AO3
Discuss

Present arguments FOR and AGAINST with a balanced conclusion.

AO3

See the full IB Command Terms guide →

Related ESS HL Topics

Continue learning with these related topics from the same unit:

3.1.1Biodiversity and its three levels
3.1.2Diversity and resilience
3.1.3Biodiversity arises from evolution
3.1.4Natural selection drives evolution
View all ESS HL topics

Practice with flashcards

Spaced repetition flashcards for Human impacts on selective forces

Improve your exam technique

Command terms, paper structure, and mark-scheme tips for ESS HL

Previous
3.1.12Where biodiversity is concentrated
Next
Artificial selection3.1.14

10 exam-style questions ready for you

Students who practice on Aimnova improve their scores by 15% on average. Get instant feedback that shows exactly how to improve your answers.

Practice Now — FreeView All ESS HL Topics