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IGCSE · Cambridge (CIE) · 0610

Explain aquatic effects of sewage and excess fertiliser

Untreated sewage and excess fertiliser can alter water conditions, disrupt aquatic ecosystems and reduce oxygen available to organisms.

Pollution pathway · 20.3

Core and Extended; Biology 0610, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked

Before you begin

  • Know that organisms interact with other organisms and their environment.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

How can untreated sewage reduce oxygen available to aquatic organisms?

What you will learn

  • Describe effects of untreated sewage on aquatic ecosystems
  • Describe effects of excess fertiliser on aquatic ecosystems

Follow organic waste into water

Untreated sewage adds organic material and microorganisms to water. Decomposers break down this material and use oxygen during aerobic respiration. If oxygen is depleted, aquatic organisms that need dissolved oxygen can be harmed or die. Sewage may also introduce pathogens.

The size of the effect depends on the amount of sewage, dilution, water movement and the ecosystem. A description should connect the added material with changes in decomposer activity, water quality and organisms.

Follow excess mineral ions into water

Fertilisers washed into lakes or rivers add mineral ions, including nitrates. These nutrients can increase producer growth; when the producers die, decomposers break them down and use oxygen, potentially lowering dissolved oxygen. This sequence is eutrophication, explained in detail at Supplement level.

For the Core objective, describe the effects of excess fertiliser on aquatic ecosystems. You can connect nutrient enrichment with rapid producer growth, decomposition and oxygen loss, while keeping the step-by-step eutrophication chain precise.

Pause and explain

What can excess fertiliser do after entering freshwater?

Put the idea to work

Worked example

After fertiliser runoff, a pond develops dense algal growth and fish die. Give a likely link between these observations.

Show the worked solution
  1. Nutrients can increase producer growth.
  2. Decomposition can use dissolved oxygen.

Answer Fertiliser nutrients can increase producer growth. When producers die, decomposers break them down and use dissolved oxygen; oxygen depletion can kill fish that need it.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Explain how untreated sewage can harm aquatic organisms that need oxygen.

Give me a hint

Connect sewage organic material, decomposition and oxygen use.

Compare my reasoning
  1. Sewage adds organic material to water.
  2. Decomposers respire aerobically and use dissolved oxygen.

Untreated sewage adds organic material. Decomposers break it down and use oxygen in aerobic respiration, reducing dissolved oxygen available to aquatic organisms.

Look for these in your work

  • Organic input identified
  • Oxygen pathway explained
2 · Independent

Describe one way excess fertiliser can affect a lake ecosystem.

Give me a hint

Trace nutrient input through producer growth.

Compare my reasoning
  1. Fertiliser runoff adds mineral ions.
  2. Nutrients can increase producer growth and later decomposition.

Fertiliser runoff adds nutrients that can increase producer growth. When producers die, decomposition can use dissolved oxygen and harm organisms that need it.

Look for these in your work

  • Nutrient input stated
  • Ecosystem effect described
3 · Transfer

A student says fish died because nitrate ions poison them immediately. Improve the explanation using the supplied algal-growth evidence.

Give me a hint

Trace the indirect oxygen pathway.

Compare my reasoning
  1. Nutrients stimulate producer growth.
  2. Decomposition after death increases oxygen use by decomposers.

The evidence may fit nutrient enrichment: nutrients increase producer growth, then decomposers use oxygen while breaking down dead producers. Low dissolved oxygen can harm or kill fish; the nitrate is not necessarily an immediate poison in this account.

Look for these in your work

  • Indirect chain followed
  • Claim corrected

Common mistakes

  • Saying fertiliser directly removes all dissolved oxygen
  • Confusing fertiliser runoff with sewage pathogens
  • Calling nutrient enrichment itself the final cause of fish death
Recall without your notes

What can you explain now?

How can untreated sewage reduce oxygen available to aquatic organisms?

Compare with the explanation

Decomposers use oxygen while breaking down organic material

Aerobic decomposition can lower dissolved oxygen.

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Make it stick

Compare the aquatic effects of untreated sewage and fertiliser runoff.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Biology

Course scope and assessment

780 sequenced lessons provide 2340 guided, independent and application problems in characteristics, classification, cells, organisation, specimen size, membrane transport, biological molecules, enzymes, plant and human nutrition, plant transport, circulatory systems, the heart, blood vessels, blood, disease transmission, body defences, immunity, gas exchange in humans, respiration energy uses and investigations, aerobic respiration, anaerobic respiration and recovery, excretion in humans, coordination and response, sense organs, hormones, homeostasis, tropic responses, drugs, asexual reproduction, sexual reproduction, sexual reproduction in plants, sexual reproduction in humans, sex hormones in humans, sexually transmitted infections, chromosomes, genes and proteins, mitosis, meiosis, monohybrid inheritance, variation, adaptive features, selection, energy flow, food chains and webs, nutrient cycles, population, community, ecosystem, population-growth phases, food supply, habitat destruction, pollution, conservation, biotechnology and genetic modification. 61 of 61 syllabus sections have linked teaching and staged practice. The earlier inheritance overview remains introductory, and the monohybrid pathway develops the relevant Core and Supplement requirements. This is not full programme completion or guaranteed exam readiness. Written practice is self-checked.

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