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It is now well known that non-native species have the potential to be harmful to an ecosystem, but that wasn't always the case, and getting rid of non-native invasive species is usually a difficult task. This brief, interrupted case study tells the story of kudzu's introduction into the United States in the late 1800s. It also examines (and even questions) how we define words like "native" versus "non-native" and "invasive" versus "non-invasive." Students will learn how invasive species impact ecosystems and why some non-native species never become established. They also will address questions related to eradicating non-native invasive species. For example, is it okay to attempt to get rid of a non-native species with another non-native species? As part of the activity, students also will have to decide whether or not kudzu should be considered "native" since it has been in the United States since 1876. Originally designed for a general biology course for majors, the case has also been used in a biology class for non-majors as well as an environmental biology class.

I'm sure you've probably heard of at least a few invasive species. Maybe you've heard of the Cane Toad. It's one of the classic introductions of invasive species gone wrong. It was introduced to eat pests in cane fields and then turned into a plague of epic proportions in Northern Australia. But here is the question. Now that these species are here, is it worth fighting their spread, or should we spend time and effort on other things. It's worth asking, and not just for the ethical implications. We live in a modern world and I think there is a real financial element to this as well. See if you can follow my logic through this video short. Do you agree with my thoughts? Should we keep fighting? Do you have any personal experience with an invasive species?

As benign as it may look up close, the tiny seaweed Caulerpa taxifolia can wreak quite a bit of havoc on coastal ecosystems. This super algae is very adaptable; it also grows fast and spreads easily. Eric Noel Muñoz gives the details of this plant's incredible invasion, shedding light on the risks of introducing invasive species into new ecosystems.

Massive vines that blanket the southern United States, climbing high as they uproot trees and swallow buildings. A ravenous snake that is capable of devouring an alligator. Rabbit populations that eat themselves into starvation. These aren't horror movie concepts - they're real stories. But how could such situations exist in nature? Jennifer Klos gives the facts on invasive species.

In this video Paul Andersen explains how biodiversity measures the variety of genes, species, and ecosystems on the planet. Biodiversity provides resources and ecosystem services for humans on the planet. He also explains how biodiversity is decreasing on the planet due to habitat destruction, invasive species, climate change, over harvesting, and pollution. Relevant treaties and laws designed to preserved biodiversity is also included.

Japanese knotweed (Fallopia japonica) is an invasive plant that can be very hard to eliminate. This PowerPoint-driven case study briefly describes this plant and asks students to identify possible solutions for its control when a homeowner discovers it growing next to his house. The case was designed for an introductory college course, either a general biology course or a plant biology course, and while it can be used as a regular case, it was actually written to assess the students' ability to solve a problem and write an analysis. If you teach with cases, shouldn't you test with cases as well?

This case study takes place at a fictional biotechnology company developing herbicides against invasive plant species. The case study focuses on five herbicides with different effects on photosynthesis. Students play the role of lab interns and explore photosynthesis and the herbicide effects by engaging in concept mapping, experimental design, data manipulation, and data analysis. The goal is to use the experimental data to predict the steps in photosynthesis that are inhibited by each herbicide. Students should come away from the case study with a process-based understanding of photosynthesis. This case study is designed for the "flipped" classroom with suggested preparatory videos and associated assessment questions included. Videos can be supplemented with textbook readings or mini-lectures. This activity was developed for a non-majors introductory biology course but it could also be used in any general biology course, including majors' courses. It might also be used to establish foundational knowledge for more advanced discussions of photosynthesis in plant biology (botany) courses.

This interrupted case study, designed for an introductory biology or environmental science course, introduces students to the complexity of ecosystems by examining changes in trophic interactions and abiotic factors in a freshwater ecosystem as a result of human actions. The case narrative describes the recent and undesirable appearance of decomposing algae (Cladophora glomerata) on a public beach in the Laurentian Great Lakes. Students are asked to use the scientific method by creating hypotheses and examining observational data to describe biotic and abiotic components of the Great Lakes ecosystem. The case requires students to differentiate between benthic and pelagic environments (e.g., the influence of depth and phytoplankton density on light availability, and the availability of phosphorus) and the interactions between organisms in both environments. Students also examine shifts in these interactions as a result of the newly introduced zebra and quagga mussels, which have ultimately resulted in the algae's presence on the beach. There are also opportunities to discuss the impact of these ecosystem changes on people who own property and/or visit the beach.