Grade by Grade
F. Population Dynamics · Population Dynamics

What Is a Population? Size, Density, Distribution and Minimum Viable Size

F3.2 F2.1 A1.12 A1.13About 70 minutes
Learning goals
  • I can define a population and describe it by its size, density, distribution (dispersion) and age and sex structure.
  • I can calculate crude and ecological density with correct units.
  • I can identify clumped, uniform and random dispersion and explain what causes each.
  • I can use the variance-to-mean ratio of quadrat counts to classify a dispersion pattern.
  • I can explain what a minimum viable population is and why very small populations are at risk.

Words to know

population
All the individuals of one species living in the same area at the same time, able to interbreed.
population size (N)
The number of individuals in a population.
population density (D)
The number of individuals per unit area or volume: D = N ÷ A (or N ÷ V).
crude density
Density calculated over the whole area, whether or not all of it is usable habitat.
ecological density
Density calculated over only the area of suitable habitat that the population actually uses.
dispersion (distribution pattern)
How individuals are spaced within their range: clumped, uniform or random.
geographic range
The whole area over which a species (or population) is found.
demography
The study of population characteristics such as size, density, age structure, sex ratio, births and deaths.
minimum viable population (MVP)
The smallest population that has a high chance (for example 95%) of surviving for a set time (for example 100 years) despite chance events.
Allee effect
When individuals in a very small or sparse population do worse (for example, cannot find mates), so the population tends to shrink further.

Welcome to Population Dynamics

How many moose can Algonquin Park feed? Why do snowshoe hares boom and crash about every ten years? How many people can Earth support, and how big is your share of the planet? This unit answers questions like these with the tools that ecologists, wildlife managers and demographers use every day.

Remember from Grade 11: in Diversity of Living Things you sampled a local ecosystem with quadrats, transects and mark-recapture and calculated Simpson's diversity index. In Evolution you met Malthus and saw that populations can grow faster than their food supply. This unit turns those ideas into models you can calculate with.

We start with the most basic question: what exactly is a population, and how do we describe one?

What counts as a population?

A population is all the individuals of one species living in the same area at the same time, so they can interbreed. The white-tailed deer of Pelee Island form a population. All the white-tailed deer in North America do not form one population, because a deer in Ontario will never meet a deer in Texas.

Where you draw the boundary depends on the question. A fisheries biologist might treat the lake trout of one lake as a population. A geneticist might group several connected lakes.

Ecologists describe a population with a few key characteristics:

  • Size (N): how many individuals.
  • Density (D): how crowded they are.
  • Dispersion: how they are spaced out.
  • Age structure and sex ratio: how many young, adults and old individuals; how many males and females.
  • Rates of change: births (natality), deaths (mortality), immigration and emigration. You will calculate these in Measuring Population Change.

Density: crude and ecological

Population density is the number of individuals per unit of space:

D = N ÷ A (for land) or D = N ÷ V (for water or soil, per litre or per m³).

Always give units: deer/km², dandelions/m², water fleas/L.

But not all of an area is good habitat. Moose need young forest and wetlands, not open lake or bare rock. So ecologists sometimes use two densities:

  • Crude density: N divided by the total area.
  • Ecological density: N divided by the area of suitable habitat only.

Ecological density is always the same as or higher than crude density, and it tells you how crowded the animals really feel.

Worked example

Let's calculate crude and ecological density

A park covers 4000 km². Aerial surveys estimate 1200 moose. Maps show that only 1500 km² is suitable moose habitat (the rest is lakes, rock and old forest with little browse). Calculate the crude and ecological densities.

  1. Crude density uses the whole park: D = N ÷ A = 1200 ÷ 4000 km² = 0.30 moose/km².
  2. Ecological density uses suitable habitat only: D = 1200 ÷ 1500 km² = 0.80 moose/km².
  3. Compare: in the places moose actually live, they are 0.80 ÷ 0.30 ≈ 2.7 times more crowded than the crude figure suggests.
  4. Precision (A1.13): the 1200 is an estimate, so two significant figures are honest; do not write 0.8000.

Crude density = 0.30 moose/km²; ecological density = 0.80 moose/km².

Dispersion: how individuals are spaced

There are three basic patterns.

  • Clumped: individuals gather in groups. This is the most common pattern in nature. Causes: resources are patchy (cattails grow only where the soil is wet), animals live in social groups (wolf packs, schools of yellow perch), or seeds fall near the parent plant.
  • Uniform: individuals are evenly spaced. Causes: territorial behaviour (nesting northern gannets on Bonaventure Island, Quebec, space their nests about a neck-stretch apart) or competition for water and nutrients (some desert shrubs). Some plants release chemicals that stop others from growing nearby (allelopathy).
  • Random: the position of one individual does not affect the others. This is uncommon. It happens when resources are evenly spread and individuals neither attract nor repel each other, for example dandelions whose wind-blown seeds land by chance on a uniform lawn.

The pattern can change with scale. Trees may be clumped across a whole valley (where the soil is good) but uniform within one patch (where each tree shades its neighbours).

ClumpedUniformRandompatchy resources, groupsterritories, competitionno strong pattern
Each box has 30 individuals in the same area, so the density is identical. Only the spacing differs: clumped (groups), uniform (evenly spaced) and random (no pattern).

Testing dispersion with numbers: the variance-to-mean ratio

Your eyes can be fooled, so ecologists test dispersion with quadrat counts. Put down many equal-sized quadrats, count the individuals in each, then compare the variance (s²) of the counts with their mean (x̄).

s² = Σ(x − x̄)² ÷ (n − 1), where n is the number of quadrats.

  • s² ÷ x̄ ≈ 1: random (counts vary about as much as chance predicts).
  • s² ÷ x̄ < 1: uniform (every quadrat gets about the same number).
  • s² ÷ x̄ > 1: clumped (some quadrats are crowded, many are empty).

This connects to your math courses: for counts scattered purely at random (a Poisson distribution), the variance equals the mean. A ratio far from 1 means something non-random is going on.

Worked example

Let's classify two dispersion patterns

Ten 1 m² quadrats are counted for two plant species.

  • Species P: 0, 0, 7, 1, 0, 9, 0, 2, 0, 1
  • Species Q: 2, 2, 2, 1, 2, 3, 2, 2, 2, 2

Classify each pattern.

  1. Species P: sum = 20, so x̄ = 20 ÷ 10 = 2.
  2. Squared deviations: five 0s give 5 × (0 − 2)² = 20; the 7 gives 25; two 1s give 2 × 1 = 2; the 9 gives 49; the 2 gives 0. Total = 20 + 25 + 2 + 49 + 0 = 96.
  3. s² = 96 ÷ (10 − 1) = 10.7. Ratio = 10.7 ÷ 2 ≈ 5.3, much greater than 1, so species P is clumped.
  4. Species Q: sum = 20, x̄ = 2. Only the 1 and the 3 differ from the mean, each by 1: total squared deviation = 1 + 1 = 2.
  5. s² = 2 ÷ 9 ≈ 0.22. Ratio = 0.22 ÷ 2 ≈ 0.11, much less than 1, so species Q is uniform.

Species P is clumped (s²/x̄ ≈ 5.3). Species Q is uniform (s²/x̄ ≈ 0.11). Both have the same density, 2 plants/m².

Age structure and sex ratio

Two populations of 1000 can have very different futures. If most individuals are young and not yet breeding, the population is likely to grow when they mature. If most are old, it is likely to shrink. Ecologists show this with an age pyramid (you will use them for human populations in Human Population Growth and the Demographic Transition).

The sex ratio matters too. In many species, the number of females limits how many young can be born. That is one reason some hunting regulations in Ontario limit the harvest of antlerless (mostly female) deer more strictly than antlered bucks.

Minimum viable population

Some populations are so small that bad luck alone can wipe them out. A minimum viable population (MVP) is the smallest population that has a high probability (often set at 95%) of surviving for a chosen time (often 100 years). There is no single magic number; MVP depends on the species and its threats. Why are small populations so fragile?

  • Demographic chance: in a population of 10, a few unlucky years with mostly male births or a few early deaths can end it.
  • Environmental chance: one ice storm, drought or disease outbreak can kill a large fraction.
  • Genetic problems: small populations lose genetic variation through genetic drift and suffer inbreeding (Grade 11 Evolution), which can reduce survival and fertility.
  • The Allee effect: when individuals are scattered, they may fail to find mates, or groups become too small to defend themselves or hunt together.

These effects feed on each other in a downward spiral that conservation biologists call the extinction vortex. An old rule of thumb, the "50/500 rule", suggested at least 50 breeding individuals to avoid inbreeding in the short term and 500 to keep long-term variation; many biologists now think real MVPs are often higher.

A Canadian example: the migratory whooping crane flock that nests in Wood Buffalo National Park (Alberta and the Northwest Territories) fell to about 15 birds in 1941. With strict protection it has grown to several hundred birds, but it still has low genetic diversity, which is one reason recovery teams watch it so closely.

Small populationInbreeding and driftLess genetic variationFewer births, more deathschance events(a hard winter, a fire)push it around faster
The extinction vortex: a small population loses variation and breeds less successfully, so it shrinks further. Random events keep the cycle spinning faster.
Just for fun

An ecologist counted 30 dandelions on a lawn and declared the pattern "random." The dandelions disagreed: they said it was wind-ependent thinking.

Hands-on activity

Model the three dispersion patterns with beans

You need: a large sheet of paper (or 4 sheets taped together), a ruler, a pencil, 36 dried beans (or buttons or coins), a calculator.

  1. Draw a grid of 6 × 6 = 36 squares, each about 5 cm × 5 cm. Each square is a quadrat.
  2. Random: stand up and gently toss the 36 beans over the grid from about 30 cm above it, one handful at a time. Gather any that miss and toss them again. Count the beans in each square. Calculate x̄ (it will be 1 if all 36 land on the grid) and s², then the ratio s² ÷ x̄.
  3. Uniform: place exactly one bean in each square. Calculate the ratio again.
  4. Clumped: put all the beans in piles in just 4 squares (for example 9 in each). Calculate the ratio again.
  5. Record all three ratios in a table and explain what each means.

What to look for: the uniform grid gives s² = 0, so the ratio is 0 (strongly uniform). Four piles of 9 give x̄ = 1 and s² = [4 × (9 − 1)² + 32 × (0 − 1)²] ÷ 35 = (256 + 32) ÷ 35 ≈ 8.2, so the ratio is about 8.2 (strongly clumped). The tossed beans usually give a ratio somewhere near 1; it will not be exactly 1, because chance varies. Keep beans away from small children (choking hazard).

Your turn

1

Which of these is a population: (a) all the fish in Lake Simcoe, (b) all the yellow perch in Lake Simcoe, (c) all the yellow perch in Canada?

2

A 0.5 km² wetland holds 140 red-winged blackbirds. What is the density?

3

A 2.0 L sample of pond water contains 86 water fleas (Daphnia). What is the density?

4

Name the dispersion pattern and one likely cause: (a) wolves travelling in packs, (b) nesting gannets spaced evenly, (c) dandelions on a uniform lawn.

5

Quadrat counts give a mean of 4.0 and a variance of 0.8. What is the dispersion pattern?

6

Why is ecological density usually more useful to a wildlife manager than crude density?

7

Define minimum viable population.

8

Give two reasons a population of 20 animals is more likely to go extinct than a population of 2000.

More practice: warm-up

1

What symbol do ecologists use for population size?

2

Write the formula for population density on land.

3

Which dispersion pattern is most common in nature?

4

If s² ÷ x̄ is about 1, what is the dispersion pattern?

5

What is the Allee effect?

More practice: on your own

1

A 25 km² township has 150 coyotes. Only 6.0 km² is woodland and field edge that coyotes use. Find the crude and ecological densities.

2

Five quadrats contain 3, 5, 4, 4, 4 trilliums. Calculate x̄, s² and the ratio, and classify the pattern.

3

A forest's maple seedlings are clumped at the scale of a whole hillside but uniform within one sunny gap. Explain how both can be true.

4

Two deer populations each have 500 animals. Population X is 60% fawns and yearlings; population Y is 60% animals older than 6 years. Predict which is more likely to grow over the next decade, and explain.

5

Explain why a population with 100 animals but only 5 females may be in more danger than one with 40 animals and 20 females.

Challenge

1

Ten quadrats give counts 1, 0, 2, 1, 0, 1, 3, 0, 1, 1. Calculate the variance-to-mean ratio and classify the dispersion. Show your work.

2

Explain how inbreeding, the Allee effect and a severe winter could combine to drive a population of 30 animals into an extinction vortex.

3

A conservation team can either (a) protect 1 large reserve that holds 600 marmots or (b) protect 6 small, isolated reserves that each hold 100 marmots. Using the ideas of this lesson, give one argument for each option.

Check your understanding

Quiz

1.

Which group is a population?

2.

A 0.25 m² quadrat contains 12 snails. What is the density?

3.

Nesting birds that defend small territories around their nests usually show which dispersion?

4.

Quadrat counts have a mean of 3 and a variance of 12. The dispersion is most likely:

5.

Ecological density differs from crude density because ecological density:

6.

Which is NOT a reason small populations face a higher risk of extinction?

For parents and teachers

Big idea (F3.2, F2.1): a population is one species in one place. Biologists describe it by size, density (with units), dispersion (clumped, uniform, random), age structure and sex ratio, and they worry about populations that fall below a minimum viable size.

How to help: ask your teen to explain the difference between crude and ecological density using your own neighbourhood (for example, people per km² of the whole town versus per km² of residential land). The bean activity takes 20 minutes and makes the variance-to-mean ratio concrete.

Common difficulties:

  • Forgetting units or dividing the wrong way (area ÷ number).
  • Variance arithmetic: square each deviation before adding, and divide by n − 1. A calculator's statistics mode can check the answer.
  • Confusing dispersion with density: the same density can have any dispersion pattern.

Sources: dispersion patterns, variance-to-mean ratio and minimum viable population from standard university ecology texts; whooping crane history from Environment and Climate Change Canada and Parks Canada (Wood Buffalo National Park).