Cambridge Lower Secondary CheckpointStage 6

Biology: Ecosystems

Science Stage 6 Chapter Notes

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Biology: Ecosystems
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Biology: Ecosystems notes

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1. Levels of Ecological Organisation

To understand ecosystems, we look at them in a structured way, from the smallest unit to the whole system. An 'organism' is a single living being. A 'population' is a group of organisms of the same species living in the same area. A 'community' includes all the different populations of different species living and interacting in an area. Finally, an 'ecosystem' is the community of living organisms (biotic factors) interacting with their non-living environment (abiotic factors), such as soil, water, and sunlight.

Key term

Ecosystem: A biological community of interacting organisms (biotic components) and their physical environment (abiotic components).

Examiner insight

Examiners look for precise use of terminology. Clearly distinguish between 'population' (one species) and 'community' (multiple species).

Fun fact

The largest ecosystem on Earth is the World Ocean, covering about 71% of the planet's surface.

Worked example 13 marks

In a forest, you find a group of oak trees, a population of squirrels, a community of various insects, and birds. The forest also has soil, rocks, and a stream. Identify the(a) population,(b) community, and(c) ecosystem described.

  1. 1

    Step 1: Identify a group of a single species. The 'population of squirrels' is a group of organisms of the same species.

  2. 2

    Step 2: Identify all the living groups. The oak trees, squirrels, insects, and birds together form the community as they are all the living components interacting in the area.

  3. 3

    Step 3: Identify the living and non-living parts together. The community (trees, squirrels, etc.) plus the abiotic factors (soil, rocks, stream) constitute the ecosystem.

Recap

  • An ecosystem includes both living (biotic) and non-living (abiotic) components.
  • A population is a group of the same species.
  • A community is a collection of different populations in one area.
  • The hierarchy is: Organism -> Population -> Community -> Ecosystem.

Quick check

  1. What is the key difference between a community and an ecosystem?2 marks

2. Food Chains and Food Webs

Energy flows through an ecosystem from one organism to another. A food chain shows a simple, linear pathway of this energy flow. It always starts with a 'producer', an organism (usually a plant) that makes its own food using sunlight through photosynthesis. Organisms that eat producers are 'primary consumers' (herbivores). Organisms that eat primary consumers are 'secondary consumers' (carnivores or omnivores), and so on. Each stage is called a 'trophic level'. In reality, most ecosystems have complex, interconnected feeding relationships, which are better represented by a 'food web'. Arrows in a food chain or web show the direction of energy transfer.

Key term

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

Examiner insight

For food web questions, marks are often awarded for correctly drawing the arrows to show energy flow, not just for connecting the right organisms.

Common pitfall

Drawing arrows in a food chain in the wrong direction. Remember, the arrow shows the direction of energy flow, so it points from the food to the feeder.

Worked example 14 marks

An ecosystem contains grass, rabbits, foxes, and hawks. Rabbits eat grass. Foxes eat rabbits. Hawks eat rabbits and foxes. Construct a food web for this ecosystem and identify the tertiary consumer.

  1. 1

    Step 1: Identify the producer. The grass is the producer as it makes its own food.

  2. 2

    Step 2: Draw the first energy transfer. Draw an arrow from the grass to the rabbit, as rabbits eat grass.

  3. 3

    Step 3: Draw the next trophic levels. Draw an arrow from the rabbit to the fox and another from the rabbit to the hawk.

  4. 4

    Step 4: Complete the web. Draw an arrow from the fox to the hawk, as hawks eat foxes.

  5. 5

    Step 5: Identify the tertiary consumer. The producer (grass) is Trophic Level 1. The primary consumer (rabbit) is Trophic Level 2. The secondary consumers (fox and hawk eating rabbit) are Trophic Level 3. The hawk eating the fox is a tertiary consumer, so it is at Trophic Level 4.

Recap

  • Food chains show the flow of energy in an ecosystem.
  • Producers (e.g., plants) are at the first trophic level.
  • Arrows in a food chain point from the organism being eaten to the organism that eats it.
  • A food web is a more realistic model showing interconnected food chains.
  • Decomposers, like bacteria and fungi, break down dead organic matter at all trophic levels.

Quick check

  1. What is the original source of energy for most food chains on Earth?1 mark
  2. In the food chain Grass -> Zebra -> Lion, which organism is the primary consumer?1 mark

3. Energy Transfer and Ecological Pyramids

When an organism is eaten, not all the energy it contains is passed on to the next trophic level. A large amount, typically around 90%, is lost. This energy is lost as heat during respiration, is used for life processes like movement, or is unavailable because not all parts of the organism are eaten. This means only about 10% of the energy is converted into new biomass in the next level. This energy loss limits the length of food chains. We can represent this using ecological pyramids. A 'pyramid of numbers' shows the total number of individual organisms at each trophic level. A 'pyramid of biomass' shows the total dry mass of organisms at each level. A 'pyramid of energy' shows the total energy content at each level. Pyramids of biomass and energy are always pyramid-shaped, but a pyramid of numbers can be inverted (e.g., one large tree supporting thousands of insects).

Efficiency of energy transfer (%) = (Energy transferred to next level / Total energy in previous level) x 100

Key term

Biomass: The total mass of living organisms in a given area or ecosystem, usually expressed as dry weight per unit area.

Examiner insight

When explaining energy loss, be specific. Stating 'lost as heat from respiration' is a high-level answer that gains credit.

Common pitfall

Assuming that pyramids of numbers always have the same shape as pyramids of biomass. A single large producer, like an oak tree, can lead to an inverted pyramid of numbers.

Worked example 13 marks

The producers in a food chain contain 500,000 kJ of energy. If the efficiency of energy transfer between trophic levels is 10%, how much energy is available to the tertiary consumers?

  1. 1

    Step 1: Calculate energy at the primary consumer level (Trophic Level 2). Energy = 10% of 500,000 kJ = 0.10 * 500,000 = 50,000 kJ.

  2. 2

    Step 2: Calculate energy at the secondary consumer level (Trophic Level 3). Energy = 10% of 50,000 kJ = 0.10 * 50,000 = 5,000 kJ.

  3. 3

    Step 3: Calculate energy at the tertiary consumer level (Trophic Level 4). Energy = 10% of 5,000 kJ = 0.10 * 5,000 = 500 kJ.

  4. 4

    Answer: 500 kJ of energy is available to the tertiary consumers.

Recap

  • Approximately 90% of energy is lost between each trophic level.
  • Energy is lost primarily as heat from respiration, and in waste products.
  • Pyramids of biomass and energy show the decrease in mass and energy at higher trophic levels.
  • The inefficiency of energy transfer limits the number of trophic levels in a food chain.
  • Pyramids of numbers can sometimes be inverted, but pyramids of biomass and energy cannot.

Quick check

  1. State two ways energy is lost from a food chain.2 marks

4. The Carbon Cycle

Carbon is an essential 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. Key processes include: 'Photosynthesis', where plants take in carbon dioxide (CO2) from the atmosphere to make glucose. 'Respiration', where all living organisms (including plants) release CO2 back into the atmosphere. 'Decomposition', where bacteria and fungi break down dead organisms and waste, releasing CO2 through respiration. 'Combustion', where burning fossil fuels (coal, oil, gas) or wood releases large amounts of stored carbon into the atmosphere as CO2. Human activities, particularly combustion and deforestation (which reduces photosynthesis), are significantly increasing atmospheric CO2 levels.

Key term

Combustion: The process of burning a substance, such as fossil fuels, which releases carbon dioxide into the atmosphere.

Examiner insight

Clear answers link specific processes (like respiration or photosynthesis) to their effect on atmospheric carbon dioxide levels (increasing or decreasing it).

Fun fact

The carbon in your body was once part of the atmosphere as carbon dioxide, and before that, it could have been inside a dinosaur.

Worked example 13 marks

Explain the role of decomposers in the carbon cycle.

  1. 1

    Step 1: Define decomposers. Decomposers are microorganisms like bacteria and fungi.

  2. 2

    Step 2: Describe their action. They feed on dead organic matter, such as dead plants, dead animals, and waste products (e.g., faeces).

  3. 3

    Step 3: Explain the chemical process. During this process of decomposition, the decomposers carry out respiration.

  4. 4

    Step 4: Link to the cycle. Respiration releases carbon dioxide gas back into the atmosphere, making carbon available to be used again by producers for photosynthesis.

Recap

  • Photosynthesis removes CO2 from the atmosphere.
  • Respiration releases CO2 into the atmosphere.
  • Decomposition returns carbon from dead matter to the soil and air.
  • Combustion of fossil fuels is a major source of atmospheric CO2.
  • Deforestation reduces the amount of CO2 being removed from the atmosphere.

Quick check

  1. Name the process that removes carbon dioxide from the atmosphere.1 mark
  2. Name two human activities that increase the concentration of atmospheric carbon dioxide.2 marks

5. The Nitrogen Cycle

Nitrogen is crucial for making proteins and DNA. Although the atmosphere is 78% nitrogen gas (N2), plants and animals cannot use it in this form. The nitrogen cycle makes nitrogen available. Key stages involve specialized bacteria: 1. 'Nitrogen Fixation': Nitrogen-fixing bacteria (in soil or root nodules of legume plants) convert atmospheric N2 into ammonia (NH3), which then forms ammonium ions (NH4+). Lightning also fixes a small amount of nitrogen. 2. 'Nitrification': Nitrifying bacteria convert ammonium ions into nitrites (NO2-), and then into nitrates (NO3-). 3. 'Assimilation': Plants absorb nitrates from the soil through their roots to make proteins. Animals then get nitrogen by eating plants. 4. 'Ammonification': Decomposers (bacteria and fungi) break down dead organisms and waste products (like urea), converting the nitrogen in them back into ammonium ions. 5. 'Denitrification': Denitrifying bacteria, found in waterlogged or anaerobic soil, convert nitrates back into atmospheric nitrogen gas (N2), completing the cycle.

Key term

Nitrogen Fixation: The process of converting inert atmospheric nitrogen gas (N2) into ammonia (NH3) or other nitrogen compounds that can be used by plants.

Examiner insight

Answers that name the specific types of bacteria and the nitrogen compounds they produce (ammonia, nitrites, nitrates) score the highest marks.

Common pitfall

Confusing the roles of the different bacteria. Create a table or flashcards to separate the functions of nitrogen-fixing, nitrifying, and denitrifying bacteria.

Worked example 14 marks

Farmers often plant clover (a legume) in their fields and then plough it into the soil. Explain the benefit of this practice using your knowledge of the nitrogen cycle.

  1. 1

    Step 1: Identify the key feature of legumes. Legume plants like clover have a special relationship with nitrogen-fixing bacteria, which live in nodules on their roots.

  2. 2

    Step 2: Describe the process. These nitrogen-fixing bacteria convert nitrogen gas from the air into nitrogen compounds (like ammonia/ammonium ions) that the plant can use.

  3. 3

    Step 3: Explain the effect of ploughing. When the farmer ploughs the clover into the soil, the plants decompose.

  4. 4

    Step 4: Link to soil fertility. Decomposers break down the plant matter, releasing the rich supply of nitrogen compounds into the soil. This increases the concentration of nitrates in the soil, acting as a natural fertiliser for the next crop.

Recap

  • Atmospheric nitrogen (N2) is unusable by most organisms.
  • Nitrogen-fixing bacteria convert N2 into ammonia.
  • Nitrifying bacteria convert ammonia into nitrates.
  • Plants absorb nitrates from the soil to make proteins.
  • Denitrifying bacteria return nitrogen gas to the atmosphere.
  • Decomposers are vital for recycling nitrogen from dead organic matter.

Quick check

  1. What is the name of the bacteria that convert nitrates back into nitrogen gas?1 mark
  2. In what form do plants absorb most of their nitrogen?1 mark

End-of-chapter exercise

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

  1. Define the terms 'community' and 'ecosystem', highlighting the key difference between them.3 marks
  2. A simple food web consists of algae, water fleas, small fish, and herons. Water fleas eat algae. Small fish eat water fleas. Herons eat small fish. Draw this food chain and label the producer, primary consumer, secondary consumer, and tertiary consumer.4 marks
  3. Explain why food chains rarely have more than five trophic levels.4 marks
  4. Describe the process of eutrophication caused by the overuse of nitrate-containing fertilisers on farmland near a lake.5 marks
  5. Compare a pyramid of numbers and a pyramid of biomass for an ecosystem consisting of one large oak tree and thousands of caterpillars feeding on it.4 marks
  6. Explain the roles of (a) nitrogen-fixing bacteria and (b) denitrifying bacteria in the nitrogen cycle.4 marks
  7. The energy content of producers in an ecosystem is 25,000 kJ/m²/year. Assuming a 10% efficiency of energy transfer at each trophic level, calculate the energy available to the secondary consumers.2 marks
  8. Explain how large-scale deforestation can contribute to a rise in atmospheric carbon dioxide and a loss of biodiversity.5 marks
  9. A disease wipes out the population of nitrifying bacteria in a field. Explain the likely consequences for the plants growing in that field.3 marks
  10. Construct a food web from the following information: Phytoplankton are eaten by krill and small fish. Krill are eaten by penguins and seals. Seals are eaten by killer whales. Penguins are eaten by seals.6 marks

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