Grade by Grade
B. Life Systems · Interactions in the Environment

Limiting Factors and Carrying Capacity

B2.7 A2.1 A1.5 A3.2About 55 minutes
Learning goals
  • I can explain how biotic and abiotic factors limit the number of organisms an ecosystem can sustain.
  • I can define carrying capacity and read a population graph that levels off.
  • I can tell the difference between limiting factors that depend on how crowded a population is and ones that do not.
  • I can trace and change a simple code model of population growth.

Words to know

limiting factor
Anything in the environment that keeps a population from growing larger, such as food, water, space, predators or temperature.
carrying capacity
The largest population of a species that an ecosystem can support over a long time.
population growth
An increase in the number of individuals in a population, from births and animals moving in.
density
How crowded a population is: the number of individuals in a certain area.
density-dependent factor
A limiting factor that has a stronger effect when a population is crowded, such as competition for food, disease or predators.
density-independent factor
A limiting factor that affects a population no matter how crowded it is, such as a severe winter, a flood, a fire or a drought.
overshoot
When a population grows larger than the carrying capacity for a while, and then crashes because resources run out.

Why isn't the world covered in rabbits?

A female eastern cottontail rabbit can have several litters of babies in one summer, with several babies in each litter. If every baby survived and had babies of its own, in a few years there would be millions of rabbits in your neighbourhood alone.

But that doesn't happen. Something keeps the number of rabbits in check. Scientists call these things limiting factors.

A brown eastern cottontail rabbit with a white tail sitting on a lawn beside a garden.
Cottontails can have many babies each summer. Limiting factors like food, predators and winter weather keep their population in check. AI-generated image

Remember from Grade 4

In Grade 4 you learned that every habitat has limits, and that the largest population a habitat can support is called its carrying capacity. In Grade 6 you saw how predators and prey, like Canada lynx and snowshoe hares, rise and fall together. Now you will sort limiting factors into biotic and abiotic, read population graphs, and model population growth with code.

Biotic and abiotic limiting factors

A limiting factor is anything that keeps a population from growing larger.

Biotic (living) limiting factors:

  • Food supply (plants or prey)
  • Predators
  • Disease and parasites (like ticks on moose)
  • Competition with other members of the same species, or with other species, for food, nesting sites or territory

Abiotic (non-living) limiting factors:

  • Water (droughts)
  • Temperature (very cold winters, heat waves)
  • Sunlight (for plants)
  • Space and shelter (nesting holes, dens)
  • Soil nutrients, oxygen in water, snow depth

Often the factor in shortest supply is the one that limits the population. A pond might have plenty of food for frogs, but if it dries up in July before the tadpoles become frogs, water is the limiting factor.

Carrying capacity and the population graph

When a few individuals arrive in a new place with plenty of resources, the population grows slowly at first (there are only a few parents). Then it grows faster and faster. As it gets crowded, food, space and other resources run short, and the growth slows down. Finally the population levels off around the carrying capacity, going up and down a little from year to year.

The graph of this pattern looks like a stretched S.

carrying capacitytimepopulationslow startfast growthlevels off
Population growth in an ecosystem with limits: slow start, fast growth, then levelling off near the carrying capacity (dashed line).

Crowding matters: two kinds of limiting factors

  • Density-dependent factors get stronger as the population gets more crowded. When there are many deer, food runs out faster, diseases and parasites spread more easily from animal to animal, and predators find prey more easily. These factors tend to push a population back toward its carrying capacity.
  • Density-independent factors affect a population no matter how crowded it is: a forest fire, a flood, a late spring frost, or a very harsh winter.

Example: white-tailed deer in Ontario. In winter, deep snow makes it hard for deer to walk and reach food, and it costs them a lot of energy. Many deer gather in deer yards, areas of dense conifers like cedar and hemlock where the branches catch snow, so the snow underneath is shallower and there is shelter from wind. After a winter with very deep snow that lasts a long time, many deer may die, even if there were not many deer to start with (density-independent). In a crowded deer yard, the deer also compete for the twigs and branches they can reach (density-dependent).

Carrying capacity can change

Carrying capacity is not a fixed number. It changes when conditions change:

  • A wet summer with lots of berries and seeds can raise it for animals that eat them.
  • A drought, a fire, or land cleared for buildings can lower it.
  • Overshoot: if a population grows past the carrying capacity (for example, deer with no predators), the animals may damage their food supply by overeating. Then the population crashes, and the carrying capacity may be lower for years until the plants recover.
Worked example

Let's read a population story

Twenty white-tailed deer are released on a large island with no wolves. Here are the deer counts every 5 years: 20, 60, 250, 900, 1 100, 1 050, 1 120, 1 080. Describe what happened and estimate the carrying capacity.

  1. Years 0 to 10 (20 → 60 → 250): few deer at first, so growth is slow, then speeds up. Plenty of food and no predators.
  2. Years 10 to 15 (250 → 900): fast growth. There are many parents and still lots of food.
  3. Years 15 to 20 (900 → 1 100): growth slows. Food is getting scarce; deer compete for it.
  4. Years 20 to 35 (1 100, 1 050, 1 120, 1 080): the population levels off, going up and down a little.
  5. Estimate: the numbers stay between about 1 050 and 1 120, so the carrying capacity is about 1 100 deer.

The deer followed an S-shaped pattern. The carrying capacity of the island is about 1 100 deer. The main limiting factor is likely food (a biotic, density-dependent factor), since there were no predators.

02004006008001 0001 20005101520253035carrying capacity ≈ 1 100years after the deer were releasednumber of deerslow startfast growth
The island deer counts plotted every 5 years. The points make the stretched S shape: slow start, fast growth, then levelling off near a carrying capacity of about 1 100 deer.

A coded population model

Here is a simple model. The population doubles each year, but it can never go higher than the carrying capacity.

SET population TO 10
SET capacity TO 200
SET year TO 0
REPEAT 7 TIMES
CHANGE year BY 1
SET population TO population × 2
IF population > capacity THEN
SET population TO capacity
END IF
SAY "Year " + year + ": " + population
END REPEAT

Pseudocode for a population model with a carrying capacity.

Worked example

Let's trace the population code

What does the program say for each of the 7 years?

  1. Year 1: 10 × 2 = 20. Not more than 200, so it stays 20.
  2. Year 2: 40. Year 3: 80. Year 4: 160.
  3. Year 5: 160 × 2 = 320. 320 > 200, so population is set to 200.
  4. Years 6 and 7: 200 × 2 = 400 > 200, so it is set back to 200 each time.

20, 40, 80, 160, 200, 200, 200. The model grows fast, then levels off at the carrying capacity. (Real populations level off more gradually; a better model would slow the growth as the population gets close to the capacity.)

Just for fun

Good news for gardeners: limiting factors work 24 hours a day. Without them, the cottontails on your street could turn into a rabbit traffic jam within a few years.

Hands-on activity

Beans and coins: a carrying capacity model

You need: 20 dried beans (food), about 40 coins or buttons (animals), a plate (the habitat), paper and pencil.

Rules: each animal needs 2 beans to survive a year. Every animal that survives has 1 baby (so survivors double). Animals that can't get 2 beans don't survive.

  1. Put 20 beans on the plate. Start with 2 animals.
  2. Feed the animals 2 beans each. Count the survivors. Double them for the next year. Put all 20 beans back on the plate.
  3. Record in a table: Year, animals at start, animals that survived, animals for next year.
  4. Play 6 years. Make a line graph of the survivors.
  5. Harsh winter: for years 7 and 8, only 12 beans are available. What happens?

Expected results: survivors 2, 4, 8, 10, 10, 10 (from year 4 on, 16 or 20 animals arrive but only 10 can get 2 beans). With 12 beans, only 6 can survive.

Discuss: What is the carrying capacity with 20 beans? With 12 beans? Which limiting factor did the harsh winter change, and is it density-dependent or density-independent?

Safety: keep beans and coins away from very young children (choking hazard).

What to look for: the child finds a carrying capacity of 10 animals (20 ÷ 2), then 6 (12 ÷ 2), draws a graph that rises and levels off, and explains that the winter is a density-independent factor that lowered the carrying capacity.

Your turn

1

What is a limiting factor?

2

Name two biotic and two abiotic limiting factors.

3

What is carrying capacity?

4

Describe the shape of a population graph in an ecosystem with limits.

5

Is a forest fire density-dependent or density-independent? Why?

6

Why does disease spread more easily in a crowded population?

7

Why do many white-tailed deer gather in deer yards in winter?

More practice: warm-up

1

Is temperature a biotic or abiotic factor?

2

Is a predator a biotic or abiotic factor?

3

In the bean model with 20 beans and 2 beans per animal, what is the carrying capacity?

4

Can carrying capacity change?

5

What happens to a population right after it overshoots the carrying capacity?

More practice: on your own

1

A pond has lots of insects for frogs to eat, but it dries up every July. What is the limiting factor for the frogs, and is it biotic or abiotic?

2

Change the code: SET capacity TO 500. What does it say for years 1 to 7?

3

Explain why density-dependent factors tend to push a population back toward its carrying capacity.

4

Deer with no predators overshoot the carrying capacity on an island. Explain why the carrying capacity might be lower afterwards.

5

A wet year produces lots of acorns and beechnuts. Predict what happens to the carrying capacity for squirrels and mice that year, and why.

Challenge

1

Using the deer-on-an-island data (20, 60, 250, 900, 1 100, 1 050, 1 120, 1 080), predict what would happen if a pack of wolves crossed the ice to the island one winter. Use the words biotic, limiting factor and carrying capacity.

2

The code always sets the population back to exactly the capacity. Suggest one change to make the model more realistic and explain why.

3

In the bean model, with 20 beans the survivors were 2, 4, 8, 10, 10, 10. Then a harsh winter left 12 beans. Explain what this shows about density-independent factors and carrying capacity.

Check your understanding

Quiz

1.

Which is an abiotic limiting factor?

2.

Carrying capacity is...

3.

A population graph in an ecosystem with limits usually...

4.

Which is a density-dependent factor?

5.

In the bean model, 30 beans are available and each animal needs 3 beans. What is the carrying capacity?

6.

The code doubles the population each year from 10, with capacity 200. What is the population in year 5?

For parents and teachers

Big idea: every ecosystem has limits. Biotic factors (food, predators, disease, competition) and abiotic factors (water, temperature, space, snow) limit how many organisms it can support: its carrying capacity, which can change.

How to help at home:

  • Play the beans-and-coins model together and let your child make the graph.
  • Connect to real life: why do birds compete for a birdhouse? Why does a garden produce fewer tomatoes in a dry summer?
  • If your child codes, help them build the population model and try different capacities.

Safety: beans and coins are choking hazards for toddlers.

Common difficulties:

  • Thinking carrying capacity is a fixed number.
  • Mixing up density-dependent (crowding makes it worse) and density-independent (happens regardless of crowding).
  • Reading only the end of a graph instead of describing each part (slow start, fast growth, levelling off).