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Biology: Ecosystems

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Biology: Ecosystems
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Biology: Ecosystems notes

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1. What is an Ecosystem?

An ecosystem is a system where living organisms interact with each other and with their non-living environment. The living parts are called 'biotic' factors, like plants, animals, and bacteria. The non-living parts are 'abiotic' factors, such as sunlight, temperature, water, and soil type. Within an ecosystem, we find different levels of organisation. A 'habitat' is the specific place where an organism lives. A 'population' is a group of organisms of the same species living in the same habitat. A 'community' is made up of all the different populations of different species living and interacting in the same habitat. The ecosystem includes the community and its interactions with the abiotic environment.

Key term

Ecosystem: A biological community of interacting organisms (biotic) and their physical, non-living environment (abiotic).

Examiner insight

Examiners reward students who can clearly distinguish between the terms population, community, and ecosystem using specific examples from a given scenario.

Common pitfall

Confusing a 'habitat' (where an organism lives) with an 'ecosystem' (the interaction of all living and non-living things in an area).

Worked example 13 marks

A pond contains frogspawn, tadpoles and adult frogs. It also contains water lilies, algae, and fish. Describe the following for this pond:(a) A population(b) The community.

  1. 1

    Step 1: Identify what a population is. A population is a group of organisms of the same species. In the pond, the frogs (frogspawn, tadpoles, and adults) are all one species. So, 'all the frogs in the pond' is a population.

  2. 2

    Step 2: Identify what a community is. A community is all the different populations of living organisms in the area. This includes all the plants and animals.

  3. 3

    Step 3: List the different populations to describe the community. The community consists of the frogs, water lilies, algae, and fish, as well as any other living organisms like bacteria (not mentioned but present).

Recap

  • An ecosystem is the interaction between a community and its abiotic environment.
  • Biotic factors are the living components of an ecosystem, like plants and animals.
  • Abiotic factors are the non-living components, like sunlight and temperature.
  • A habitat is the natural home or environment of an organism.
  • A population is all the organisms of one species in a habitat.
  • A community is all the different populations of different species in a habitat.

Quick check

  1. What is the difference between a population and a community?2 marks
  2. List three abiotic factors you might find in a desert ecosystem.3 marks

2. Food Chains and Food Webs

All living things need energy. In most ecosystems, this energy comes from the Sun. A food chain shows how energy is passed from one organism to another. It always starts with a 'producer', an organism that makes its own food, usually a plant using photosynthesis. The next organism in the chain is a 'primary consumer' or 'herbivore', which eats the producer. A 'secondary consumer' (a carnivore or omnivore) eats the primary consumer. A 'tertiary consumer' eats the secondary consumer. The arrows in a food chain show the direction of energy flow. Most ecosystems are more complex than a single food chain. A 'food web' shows how many different food chains are interconnected. 'Decomposers', like bacteria and fungi, are vital as they break down dead organisms and waste, returning nutrients to the soil for producers to use.

Key term

Producer: An organism that produces its own food, usually using energy from sunlight through photosynthesis.

Common pitfall

Drawing arrows in a food chain that point from the eater to the eaten, instead of correctly showing the direction of energy flow (from eaten to eater).

Fun fact

In some deep-sea ecosystems with no sunlight, bacteria act as producers using chemicals from volcanic vents in a process called chemosynthesis.

Worked example 14 marks

The following food web is from a woodland. Use it to answer the questions. (Image shows: Oak tree -> Aphids -> Ladybirds -> Blue tits. Oak tree -> Caterpillars -> Blue tits -> Sparrowhawks. Oak tree -> Wood mice -> Weasels).(a) Name the producer.(b) Name a primary consumer.(c) Name a secondary consumer.(d) What would happen to the population of blue tits if a disease killed most of the caterpillars?

  1. 1

    (a) The producer is the organism that makes its own food, at the start of the food chains. In this food web, it is the Oak tree.

  2. 2

    (b) A primary consumer eats the producer. Aphids, caterpillars, and wood mice all eat the oak tree. Any one of these is a correct answer, for example, 'Caterpillars'.

  3. 3

    (c) A secondary consumer eats a primary consumer. Ladybirds, blue tits, and weasels are all secondary consumers. For example, 'Blue tits' eat caterpillars.

  4. 4

    (d) If the caterpillar population decreased, blue tits would have less food. However, they also eat aphids. The population of blue tits would likely decrease because one of their food sources is gone, leading to more competition for aphids and potential starvation. The population of aphids might increase as there are fewer blue tits to eat them.

Recap

  • A food chain shows the flow of energy in an ecosystem.
  • Food chains always start with a producer, which is usually a plant.
  • The arrows in a food chain point in the direction of energy flow, from the organism being eaten to the organism that eats it.
  • A food web consists of many interlinked food chains.
  • Decomposers break down dead material, recycling nutrients.
  • Consumers are organisms that eat other organisms; they can be primary, secondary or tertiary.

Quick check

  1. In the food chain grass -> rabbit -> fox, which organism is the secondary consumer?1 mark
  2. What is the main source of energy for nearly all ecosystems on Earth?1 mark

3. Energy Flow and Pyramids

Energy flows through an ecosystem, from one 'trophic level' (feeding level) to the next. The first trophic level contains producers. The second contains primary consumers, and so on. At each step, a large amount of energy is lost. Only about 10% of the energy from one level is incorporated into the next. The rest is lost, mainly as heat during respiration, but also because not all parts of an organism are eaten, and some energy is lost in waste products like faeces. This energy loss limits the number of trophic levels in a food chain, which is why they are rarely longer than four or five steps. 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 trophic level. Pyramids of biomass are often a more accurate representation of energy flow because the size of organisms can vary greatly.

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 or food web.

Examiner insight

Marks are often awarded for explaining *why* energy is lost between trophic levels, so be specific by mentioning respiration, movement, or material not being consumed.

Common pitfall

Stating that energy is 'lost' or 'used up' without explaining how, for example, through heat from respiration or because not all of the organism is consumed.

Worked example 14 marks

In a food chain, the producers contain 25,000 kJ/m²/year of energy. The primary consumers contain 2,500 kJ/m²/year.(a) Calculate the percentage of energy transferred from the producers to the primary consumers.(b) Give two reasons why the transfer of energy is not 100% efficient.

  1. 1

    (a) Use the formula: Efficiency = (Energy in higher level / Energy in lower level) x 100. Efficiency = (2,500 / 25,000) x 100.

  2. 2

    Calculation: 2,500 / 25,000 = 0.1. Then 0.1 x 100 = 10%. The efficiency is 10%.

  3. 3

    (b) Reason 1: Energy is lost as heat during respiration. Reason 2: Not all parts of the organism are eaten (e.g., bones, roots). Other valid reasons include energy lost in waste products (urine/faeces) or energy used for movement.

Recap

  • Energy flows from one trophic level to the next in a food chain.
  • Approximately 90% of energy is lost at each trophic level.
  • Energy is lost as heat from respiration, through movement, and in uneaten parts or waste.
  • This energy loss limits the length of food chains.
  • Pyramids of numbers and biomass are used to represent the amount of organisms or mass at each trophic level.

Quick check

  1. Why are pyramids of biomass sometimes a better model than pyramids of numbers?2 marks
  2. If producers have 1000 units of energy, roughly how much energy will be available to the secondary consumers?2 marks

4. The Carbon Cycle

Unlike energy which flows through an ecosystem, essential elements like carbon are recycled. The carbon cycle describes how carbon atoms move between the atmosphere, oceans, land, and living organisms. Plants (producers) play a key role by taking in carbon dioxide (CO₂) from the atmosphere for 'photosynthesis' to make glucose. When animals eat plants, the carbon is transferred to their bodies. Both plants and animals release carbon dioxide back into the atmosphere through 'respiration'. When organisms die, 'decomposers' (bacteria and fungi) break them down, releasing the carbon in their bodies. Some of this carbon goes into the soil, and the decomposers also respire, releasing CO₂. Over millions of years, dead organic matter can form fossil fuels (coal, oil, gas). When humans burn these fossil fuels ('combustion'), large amounts of stored carbon are released into the atmosphere as CO₂.

Key term

Decomposition: The process by which dead organic substances are broken down into simpler matter by microorganisms, returning nutrients to the ecosystem.

Common pitfall

Forgetting the role of decomposers in returning carbon from dead organisms to the environment, or forgetting that plants also respire.

Fun fact

The carbon in your body was once part of rocks, the air, and other organisms. The atoms are billions of years old and are constantly being recycled!

Worked example 14 marks

A diagram of the carbon cycle shows arrows between 'Atmosphere', 'Plants', 'Animals', and 'Decomposers'.(a) Name the process that moves carbon from the atmosphere to plants.(b) Name a process that moves carbon from animals to the atmosphere.(c) Describe the role of decomposers in this cycle.

  1. 1

    (a) The process by which plants take in carbon dioxide from the atmosphere is photosynthesis.

  2. 2

    (b) Animals release carbon dioxide into the atmosphere through the process of respiration.

  3. 3

    (c) Decomposers, like bacteria and fungi, break down dead plants and animals, and their waste products. During this process, they respire, releasing carbon dioxide back into the atmosphere. They also return carbon compounds to the soil.

Recap

  • Carbon is recycled within ecosystems.
  • Photosynthesis by plants removes carbon dioxide from the atmosphere.
  • Respiration by plants, animals and decomposers releases carbon dioxide.
  • Decomposers break down dead organisms, returning carbon to the soil and air.
  • Combustion of fossil fuels releases large amounts of stored carbon as CO₂.

Quick check

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

5. Human Impacts and Conservation

Human activities are having a significant impact on ecosystems worldwide. One major issue is pollution. For example, burning fossil fuels releases sulfur dioxide, which can cause 'acid rain', harming forests and aquatic life. Plastic pollution harms marine animals that can ingest it or get entangled. Another major impact is 'deforestation', the clearing of forests. This destroys habitats, leading to a loss of 'biodiversity' (the variety of life). It also affects the carbon cycle, as fewer trees mean less CO₂ is absorbed from the atmosphere, contributing to climate change. Overfishing and overhunting can decimate populations and disrupt food webs. 'Conservation' is the protection and management of Earth's natural resources. This includes creating national parks to protect habitats, regulating fishing to prevent stock collapse, and promoting recycling to reduce pollution and resource use.

Key term

Biodiversity: The variety of plant and animal life in the world or in a particular habitat.

Examiner insight

Examiners look for specific, named consequences of human activities. For example, instead of saying 'deforestation is bad', say 'deforestation leads to habitat loss, which reduces biodiversity'.

Common pitfall

Making vague statements about 'pollution' without specifying the type (e.g., acid rain, fertiliser runoff) and its specific effect.

Worked example 14 marks

Explain two negative environmental consequences of large-scale deforestation.

  1. 1

    Step 1: Identify the first consequence. Deforestation involves cutting down many trees, which are the habitats for countless species. This leads to habitat loss.

  2. 2

    Step 2: Explain the effect of this consequence. Habitat loss reduces the number of places for animals and plants to live, which can lead to a decrease in their populations or even extinction. This reduces biodiversity.

  3. 3

    Step 3: Identify a second consequence. Trees play a crucial role in the carbon cycle by absorbing carbon dioxide for photosynthesis. Fewer trees mean less CO₂ is removed from the atmosphere.

  4. 4

    Step 4: Explain the effect of this second consequence. The increase in atmospheric CO₂ enhances the greenhouse effect, contributing to global warming and climate change. Another valid point is soil erosion, as tree roots no longer hold the soil in place.

Recap

  • Human activities like pollution and deforestation damage ecosystems.
  • Acid rain, caused by burning fossil fuels, harms forests and lakes.
  • Deforestation leads to habitat loss, reduced biodiversity, and increased atmospheric carbon dioxide.
  • Biodiversity is the variety of life in an area and is crucial for ecosystem stability.
  • Conservation efforts aim to protect habitats and species from harm.

Quick check

  1. State one reason why biodiversity is important.1 mark
  2. How does plastic pollution affect marine ecosystems?2 marks

End-of-chapter exercise

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

  1. Define the terms 'population' and 'community', giving an example for each.4 marks
  2. Draw a food chain that includes a producer, a herbivore, and a carnivore. Label each organism with its name and its role in the food chain.3 marks
  3. A food web contains grass, rabbits, foxes, and hawks. Rabbits eat grass, foxes eat rabbits, and hawks eat rabbits. Predict what would happen to the populations of foxes and hawks if a disease wiped out most of the rabbits. Explain your reasoning.3 marks
  4. Explain why a pyramid of biomass is often a more useful representation of an ecosystem than a pyramid of numbers.3 marks
  5. Describe the roles of photosynthesis and respiration in the carbon cycle.4 marks
  6. The energy available from producers in an ecosystem is 80,000 kJ/m². The efficiency of energy transfer to primary consumers is 10%, and the efficiency to secondary consumers is 15%. Calculate the energy available to the secondary consumers.3 marks
  7. Explain how the use of fertilisers on farmland can lead to the death of fish in a nearby lake, a process known as eutrophication.5 marks
  8. A large area of rainforest is cleared to grow palm oil. Describe and explain three different negative impacts this could have on the environment.6 marks
  9. What is the difference between an abiotic and a biotic factor? Give two examples of each for a marine ecosystem.4 marks
  10. Explain why food chains are usually no more than five trophic levels long. Refer to energy in your answer.4 marks

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