Cambridge IGCSE0680

Ecosystems

Environmental Management 0680 Chapter Notes

What this chapter covers

EcosystemsEcosystems under threatDeforestationManaging forestsMeasuring and managing biodiversity
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1. Ecosystem Structure and Organisation

An ecosystem is a complex, interconnected system. To understand it, we break it down into different levels of organisation. The largest level is the ecosystem itself. Within that, we find communities of different species. Each species forms a population. Every organism lives in a specific habitat, and within that habitat, it performs a particular role, known as its niche. For example, in a forest ecosystem, all the different species of trees, insects, and animals form the community. All the oak trees together form a population. An oak tree's habitat is the woodland soil, and its niche is to be a producer, providing food and shelter for other organisms.

Key term

Ecosystem: All the living organisms (biotic components) and the non-living physical factors (abiotic components) in a defined area, and the interactions between them.

Examiner insight

Examiners look for clear definitions that correctly link population (one species), community (multiple species), and ecosystem (community + environment).

Common pitfall

Confusing 'habitat' (an organism's address) with its 'niche' (its profession or role in the ecosystem).

Worked example 13 marks

A pond contains frogs, pondweed, dragonfly larvae, and bacteria. Using these organisms, identify a population, a community, and describe the ecosystem.

  1. 1

    Step 1: Identify a population. A population is all the organisms of one species. Therefore, 'all the frogs in the pond' is a population.

  2. 2

    Step 2: Identify the community. A community is all the different populations living and interacting in an area. So, the community consists of the frogs, pondweed, dragonfly larvae, and bacteria.

  3. 3

    Step 3: Describe the ecosystem. An ecosystem includes the community and the non-living environment. The ecosystem is the pond itself, including the community (frogs, pondweed, etc.) and the abiotic factors like the water, sunlight, temperature, and dissolved oxygen.

Recap

  • An ecosystem includes all living (biotic) and non-living (abiotic) things in an area.
  • A population is a group of individuals of the same species.
  • A community is made up of all the populations of different species in an area.
  • A habitat is the place where an organism lives.
  • A niche is the specific role an organism plays within its ecosystem.

Quick check

  1. What is the difference between a habitat and a niche?2 marks

2. Biotic and Abiotic Factors

Every ecosystem is shaped by the interactions between its living and non-living components. Biotic factors are the living, or once-living, parts that affect other organisms. This includes things like predation (a fox eating a rabbit), competition for resources (two plants competing for light), disease, and the availability of food. Abiotic factors are the non-living, physical and chemical parts of the environment. Key examples include temperature, light intensity, water availability, soil pH, and oxygen levels. A change in an abiotic factor, like a severe drought, can have a massive impact on the biotic components of the ecosystem.

Key term

Biotic Factor: A living or once-living component of an ecosystem that influences other organisms, such as predation, disease, or competition.

Examiner insight

Marks are awarded for not just identifying a factor, but also explaining how it affects the organisms in the ecosystem.

Common pitfall

Listing 'weather' as an abiotic factor. Instead, you should specify the components of weather, such as temperature, rainfall, and wind speed.

Worked example 14 marks

A species of plant is found growing only in the damp, shaded area at the bottom of a forest. Suggest two biotic and two abiotic factors that might prevent it from growing in a nearby open, sunny field.

  1. 1

    Step 1: Identify two biotic factors. Biotic factors are living influences. In the open field, there might be more grazing animals (herbivory) that would eat the plant. There could also be more competition from other plant species like grasses that are better adapted to high light levels.

  2. 2

    Step 2: Identify two abiotic factors. Abiotic factors are non-living conditions. The open field has higher light intensity and higher temperatures, which the plant may not be adapted to. The soil in the field may also be drier (lower water content) than the damp forest floor.

Recap

  • Biotic factors are the living influences in an ecosystem, like predation and competition.
  • Abiotic factors are the non-living physical conditions, like temperature and light.
  • Organisms are adapted to a specific range of biotic and abiotic conditions.
  • Changes in these factors can limit the distribution and abundance of species.

Quick check

  1. Is soil a biotic or abiotic factor? Explain your answer.2 marks

3. Energy Flow: Food Chains and Food Webs

Energy flows through an ecosystem in one direction. It starts with the Sun. Producers, like plants and algae, capture light energy and convert it into chemical energy (glucose) through photosynthesis. An organism's position in the flow of energy is its trophic level. Producers are at the first trophic level (T1). Primary consumers (herbivores) eat producers and are at T2. Secondary consumers (carnivores/omnivores) eat primary consumers and are at T3, and so on. A food chain shows a simple pathway of energy transfer, e.g., Grass -> Rabbit -> Fox. In reality, ecosystems are more complex, and multiple interconnected food chains form a food web. A crucial rule is that only about 10% of the energy from one trophic level is transferred to the next. The other 90% is lost, mainly as heat during respiration, or is unavailable because it remains in uneaten parts or waste.

Energy Transfer Efficiency (%) = (Energy in higher trophic level / Energy in lower trophic level) * 100

Key term

Trophic Level: The position an organism occupies in a food chain, food web, or ecological pyramid.

Examiner insight

Examiners reward answers that are precise about why energy is lost between trophic levels, citing respiration, movement, and non-consumed parts, not just vaguely stating 'energy is lost'.

Fun fact

The 10% energy transfer rule is why a pound of lion meat would require around 100 pounds of zebra meat, which in turn would require 1000 pounds of grass to produce.

Worked example 12 marks

A field contains grass with 500,000 kJ of energy. Voles eat the grass, and owls eat the voles. Assuming a 10% energy transfer efficiency at each stage, calculate the energy available to the owls.

  1. 1

    Step 1: Calculate the energy transferred from grass (producer, T1) to voles (primary consumer, T2). Energy for voles = 10% of 500,000 kJ = 0.10 * 500,000 kJ = 50,000 kJ.

  2. 2

    Step 2: Calculate the energy transferred from voles (T2) to owls (secondary consumer, T3). Energy for owls = 10% of 50,000 kJ = 0.10 * 50,000 kJ = 5,000 kJ.

  3. 3

    Step 3: State the final answer with units. The energy available to the owls is 5,000 kJ.

Recap

  • Energy flows through an ecosystem, while nutrients are cycled.
  • The Sun is the ultimate source of energy for most ecosystems.
  • Producers convert light energy into chemical energy.
  • Energy is transferred between trophic levels in food chains and food webs.
  • Approximately 90% of energy is lost at each trophic level transfer.

Quick check

  1. What is the role of a producer in a food chain?1 mark
  2. Why are there rarely more than four or five trophic levels in a food chain?2 marks

4. Ecological Pyramids

Ecological pyramids are diagrams used to represent the structure of trophic levels in an ecosystem. There are three main types:

  1. Pyramid of Numbers: Shows the total number of individual organisms at each trophic level. The base is always the producers. These can sometimes be 'inverted' or an odd shape, for example, if one large oak tree (one producer) supports thousands of caterpillars (many primary consumers).
  2. Pyramid of Biomass: Represents the total dry mass (biomass) of all organisms at each trophic level. To find this, organisms are collected, dried in an oven to remove water, and then weighed. This usually gives a true pyramid shape, as mass decreases up the food chain. However, it can be inverted in some aquatic ecosystems where producers (phytoplankton) have a very short lifespan and reproduce rapidly.
  3. Pyramid of Energy: Shows the amount of energy transferred through each trophic level over a period of time. These are always pyramid-shaped because a large amount of energy is lost at each level, as dictated by the laws of thermodynamics. They are the most accurate representation of an ecosystem's energy structure.

Key term

Pyramid of Biomass: A diagram that represents the total dry mass of organisms at each trophic level in an ecosystem at a specific time.

Examiner insight

When asked to compare pyramids, high-scoring students explain that pyramids of biomass and energy are generally more useful than pyramids of numbers because they account for the size of the organisms.

Common pitfall

Assuming a pyramid of numbers always has a wide base and narrow top. Remember the 'one big tree' example which inverts the pyramid.

Worked example 14 marks

A food chain consists of: One oak tree -> 5,000 caterpillars -> 50 blue tits -> 1 sparrowhawk.a) Draw a pyramid of numbers for this food chain.b) Explain why a pyramid of biomass for this chain would likely have a normal pyramid shape.

  1. 1

    a) Step 1: Draw the pyramid of numbers. The base would be a very narrow block representing the 1 oak tree. The next level up would be a very wide block for the 5,000 caterpillars. The next level would be a narrower block for the 50 blue tits. The top level would be a very small block for the 1 sparrowhawk. The resulting shape is not a true pyramid.

  2. 2

    b) Step 2: Explain the pyramid of biomass shape. A pyramid of biomass measures total dry mass. The single oak tree, despite being one organism, has a very large total mass (wood, leaves, roots). This mass will be far greater than the combined mass of all the caterpillars, which in turn will be greater than the mass of the blue tits, and so on. Therefore, the pyramid of biomass would show a large base decreasing at each successive trophic level, forming a classic pyramid shape.

Recap

  • Pyramids of numbers show the count of individuals at each trophic level and can be inverted.
  • Pyramids of biomass show the total dry mass at each level and are usually pyramid-shaped.
  • Pyramids of energy show energy flow and are always pyramid-shaped due to energy loss.
  • Pyramids of energy give the most accurate picture of ecosystem structure.

Quick check

  1. Which type of ecological pyramid can never be inverted and why?2 marks

5. The Carbon Cycle

Nutrients, unlike energy, are cycled within an ecosystem. Carbon is a vital element for life, forming the backbone of all organic molecules. The carbon cycle describes how carbon atoms move between the atmosphere, oceans, land, and living organisms. The four key processes are:

  1. Photosynthesis: Producers (plants, algae) take in carbon dioxide (CO₂) from the atmosphere and use it to make organic compounds (like glucose). This removes carbon from the atmosphere.
  2. Respiration: All living organisms (plants, animals, decomposers) respire. This process breaks down organic compounds to release energy, returning CO₂ to the atmosphere.
  3. Decomposition: When organisms die, decomposers (bacteria and fungi) break them down. This process releases the carbon stored in the dead organic matter back into the atmosphere as CO₂ through their own respiration.
  4. Combustion: For millions of years, some dead organic matter has been converted into fossil fuels (coal, oil, gas). When humans burn these fuels, this stored carbon is rapidly released into the atmosphere as CO₂.

Photosynthesis: 6CO₂ + 6H₂O (+ light energy) → C₆H₁₂O₆ + 6O₂

Aerobic Respiration: C₆H₁₂O₆ + 6O₂ → 6CO₂ + 6H₂O + Energy

Key term

Decomposition: The breakdown of dead organic matter by microorganisms, which returns nutrients to the soil and carbon dioxide to the atmosphere.

Examiner insight

Students who can clearly link human activities, such as deforestation (reduces photosynthesis) and burning fossil fuels (increases combustion), to the disruption of the natural carbon cycle score highly.

Common pitfall

Forgetting that plants also respire. They photosynthesise to create glucose, but they respire continuously to release energy from that glucose, just like animals.

Worked example 13 marks

Explain the role of decomposers in the carbon cycle.

  1. 1

    Step 1: Define the starting material. Decomposers, such as bacteria and fungi, act on dead organic material from plants and animals, as well as waste products.

  2. 2

    Step 2: Describe the process. They break down the complex carbon compounds in this dead material for their own energy needs through the process of respiration.

  3. 3

    Step 3: State the product and its destination. As a result of their respiration, carbon is released in the form of carbon dioxide (CO₂) back into the atmosphere, making it available for producers to use in photosynthesis again.

Recap

  • The carbon cycle moves carbon between the atmosphere, oceans, land, and organisms.
  • Photosynthesis removes CO₂ from the atmosphere.
  • Respiration by all living things releases CO₂ into the atmosphere.
  • Decomposition recycles carbon from dead organic matter.
  • Combustion of fossil fuels releases vast amounts of stored carbon as CO₂.

Quick check

  1. Name two processes that remove CO₂ from the atmosphere and two that release it.4 marks

6. Causes and Impacts of Deforestation

Deforestation, the large-scale removal of forests, is a major form of habitat loss with severe consequences. The main reasons for deforestation are for human activities, including clearing land for agriculture (e.g., cattle ranching, palm oil plantations), logging for timber, mining for minerals, and building infrastructure like roads and dams. The impacts are widespread and damaging:

  • Reduced Biodiversity: Forests, especially tropical rainforests, are hotspots of biodiversity. Destroying them leads to the extinction of countless species that lose their habitat.
  • Soil Erosion: Tree roots hold the soil together. When trees are removed, the soil is easily washed or blown away, leading to loss of fertile land and clogged rivers.
  • Disruption of Water Cycles: Forests release water vapour through transpiration, which contributes to cloud formation and rainfall. Deforestation can lead to changes in rainfall patterns, causing droughts in some areas and floods in others.
  • Climate Change: Forests are huge 'carbon sinks', absorbing CO₂ from the atmosphere. Cutting and burning them not only stops this absorption but also releases the vast amounts of carbon stored in the trees, contributing significantly to the greenhouse effect and global warming.

Key term

Biodiversity: The variety of life in a particular habitat or ecosystem, encompassing genetic, species, and ecosystem diversity.

Fun fact

It is estimated that an area of rainforest the size of a football pitch is lost every second around the world.

Worked example 14 marks

A large area of tropical rainforest is cleared to grow palm oil. Explain two environmental consequences of this action.

  1. 1

    Step 1: State the first consequence and explain it. One consequence is a reduction in biodiversity. The rainforest contains a huge variety of species, and clearing their habitat will cause many to become endangered or extinct as they cannot find food or shelter.

  2. 2

    Step 2: State the second consequence and explain it. A second consequence is an increase in atmospheric carbon dioxide. The trees that were removed would have absorbed CO₂ via photosynthesis. Furthermore, the forest is often cleared by burning, which releases the carbon stored in the trees directly into the atmosphere, contributing to climate change.

Recap

  • Deforestation is the clearing of forests for agriculture, logging, and mining.
  • A major consequence is the loss of biodiversity as habitats are destroyed.
  • Without tree roots to bind it, soil erosion increases dramatically.
  • Deforestation disrupts water cycles, potentially causing floods and droughts.
  • It contributes to climate change by reducing CO₂ absorption and releasing stored carbon.

Quick check

  1. State two reasons why forests are cleared.2 marks
  2. How does deforestation contribute to climate change?2 marks

7. Conservation and Sustainable Management

Conservation is the protection and management of Earth's biodiversity. Strategies can be divided into in-situ (on-site) and ex-situ (off-site). In-situ conservation protects species in their natural habitat, for example, by creating National Parks and nature reserves. This protects the entire ecosystem but can be difficult to police and may conflict with local people's needs. Ex-situ conservation involves protecting a species outside its natural habitat, such as in zoos (for captive breeding programs) and botanical gardens or seed banks (for plants). This is useful for critically endangered species but doesn't protect the habitat. For resources like forests, sustainable management is key. This means using the forest in a way that meets current needs without compromising the future. Examples include selective logging (only cutting mature trees), replanting trees, and promoting ecotourism, which provides income for local communities from a living, intact ecosystem.

Key term

Sustainable Management: Using a resource in such a way that it is not depleted or permanently damaged, ensuring its availability for future generations.

Examiner insight

When evaluating conservation strategies, examiners reward answers that consider multiple viewpoints, including ecological benefits, economic costs, and social impacts on local people.

Worked example 15 marks

Evaluate the use of National Parks as a method of conservation.

  1. 1

    Step 1: State the advantages. National Parks are a form of in-situ conservation, which protects species within their natural habitat. This preserves the entire ecosystem and the complex interactions within it. They can also be used for education and scientific research, and generate income through ecotourism.

  2. 2

    Step 2: State the disadvantages. They can be very large and difficult to patrol, making them vulnerable to illegal activities like poaching and logging. There can also be conflict with local people who may have traditionally used the land for farming or resources. The park may also be too small to support viable populations of large animals.

  3. 3

    Step 3: Conclude with an overall judgement. Overall, National Parks are a very effective method for large-scale ecosystem conservation, but their success depends on adequate funding, effective management, and the support and involvement of local communities.

Recap

  • In-situ conservation protects species in their natural habitat (e.g., National Parks).
  • Ex-situ conservation protects species outside their natural habitat (e.g., zoos, seed banks).
  • Sustainable management aims to use resources without depleting them for the future.
  • Sustainable forestry includes selective logging and replanting schemes.
  • Ecotourism can provide an economic incentive for conservation.

Quick check

  1. What is the difference between in-situ and ex-situ conservation? Give one example of each.4 marks

End-of-chapter exercise

Test yourself on the whole chapter. Work through these before moving on.

  1. Define the terms 'population', 'community', and 'ecosystem'.3 marks
  2. A food web contains the following organisms: phytoplankton, zooplankton, small fish, squid, and whales. Phytoplankton are eaten by zooplankton. Small fish eat zooplankton. Squid eat small fish. Whales eat both zooplankton and small fish. Draw a food web for this ecosystem and identify the producer.4 marks
  3. Explain why a pyramid of energy is always pyramid-shaped, whereas a pyramid of numbers may not be.4 marks
  4. Describe two processes in the carbon cycle that release carbon dioxide into the atmosphere and one process that removes it.3 marks
  5. If producers in an ecosystem contain 25,000 kJ/m²/year of energy, calculate the amount of energy that would be available to tertiary consumers, assuming a 10% efficiency at each trophic level.3 marks
  6. Explain three negative consequences of large-scale deforestation.6 marks
  7. Two species of barnacle live on a rocky shore. Species A can live both high up and low down the shore when alone. Species B can only live low down the shore. When both are present, Species A is only found high up the shore. Using your knowledge of biotic and abiotic factors, suggest an explanation for this observation.5 marks
  8. Compare and contrast the use of captive breeding programmes and the creation of nature reserves as strategies for conserving an endangered mammal.6 marks
  9. To estimate the population of daisies in a field, a student uses a 0.5m x 0.5m quadrat. Describe how the student could use random sampling to obtain a valid estimate of the daisy population.4 marks
  10. Explain how the widespread use of fossil fuels by humans has impacted both the carbon cycle and global ecosystems.5 marks

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