Chapter 4 ● Ecosystems

4.3 Relationships
in ecosystems
Every ecosystem is unique, but there are some processes that are the same in every
energy flow
ecosystem. One of these is energy flow. This process allows an ecosystem to function and
the movement of chemical energy
survive. Energy flow is the movement of usable energy through an ecosystem.
through an ecosystem

Energy flow chlorophyll

green pigment in plants that
The energy source for all ecosystems is the Sun. Light energy from the Sun reaches the Earth’s absorbs the Sun’s energy during
surface and plants trap some of this energy using the chlorophyll in their leaves. In a process photosynthesis
known as photosynthesis, plants use this light energy to convert simple materials into a form of autotroph
sugar that they can use to grow. The sugar contains energy. Because plants can produce their
an organism that produces
own energy source, they are called autotrophs. When other organisms eat plants, some of this its own sugar through
energy-rich sugar is passed on to them. Organisms that get their energy from consuming other photosynthesis; also known as a
organisms are known as heterotrophs. producer

Photosynthesis – the beginning heterotroph

Photosynthesis is a series of chemical reactions in which water (taken up by the roots of plants) an organism that must consume
other organisms to gain chemical
and carbon dioxide (from the air) are converted into oxygen and sugar (glucose). Radiant energy energy; also known as a
(from the Sun) is used for this process and some of it ends up stored as chemical energy in the consumer
sugar. Plants can break down this sugar (by cellular respiration) to release the stored energy
cellular respiration
and use it for living and for growth.
Heterotrophs also need energy for survival. They obtain this energy by eating plants or other a series of chemical reactions
that break down sugar into
animals. For example, photosynthesis will occur in grass to produce glucose, a type of sugar. A chemical energy
portion of the sugar is used when the grass grows, and the rest is stored in the plant. If a kangaroo
eats the grass, the stored sugar is transferred to the kangaroo. The kangaroo then uses the sugar
and other nutrients in the grass to grow, power its muscles, nourish its joey, and so on.
ANIMATION
Cellular respiration Photosynthesis

Cellular respiration is the series of reactions that occur in an organism’s cells to release energy
from the energy-rich sugar glucose. Organisms need this energy to stay alive, grow, move and
carry out all their vital bodily functions. When the glucose is broken down by cellular respiration,
WEBLINK
oxygen is consumed and carbon dioxide and water are produced as waste products. All living Linking photosynthesis
things undergo cellular respiration. to cellular respiration

Photosynthesis Cellular respiration

Glucose (energy- Carbon dioxide

Energy + carbon dioxide + water glucose + oxygen rich sugar) + water + energy for
+ oxygen growth and movement

Figure 4.12
Photosynthesis (left),
cellular respiration (right)

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WORKSPACE EXPERIMENT 4.2

Student investigation:
determining water loss
in plants
Student investigation: determining water loss in plants
You have learnt that photosynthesis uses energy from the Sun to convert carbon
dioxide and water into glucose. This energy can be stored or used by the plant
to grow. A plant obtains the water required for this process through its roots and
loses water from its leaves, through the stomata. At times it can be a challenge
for a plant to maintain its water balance in different environments.

Your challenge
In groups, design an investigation that will link plant adaptations to the amount of
water lost through the stomata. Investigate two or more different plant species to
determine whether their adaptive features reduce their water loss.
Refer back to Chapter 1 to revise the steps for conducting a scientific
investigation. Make sure you conduct all the steps when completing this
investigation.

Materials, method and results

1  Predict what might happen in this investigation. Use your prediction to

formulate a hypothesis.

2  Identify how you could measure the amount of water a plant

(or plant cutting) loses. What data will you collect? Will it be qualitative or
quantitative or both?

Clarify the variables in this investigation. How will you control all the variables
3 
except the one you want to test? What will be your independent and
dependant variables?

4 Determine for how long you will conduct the experiment. How often will you
record your results?

5  How will you analyse and display your results?

Discussion

Explain what you discovered about the amount of water lost through the leaves.
1 

Clarify whether the amount of water lost varies for the different plant species
2 
that you used.

3 Using the results, assess whether the adaptive features work effectively to
reduce water loss.

Discuss whether the results support or disprove your hypothesis.

4 

Identify any experimental limitations that could have affected

5 
the results.

Outline how you could improve the method in this investigation.

6 

Conclusion

7  Write a paragraph, referring back to your aim, to summarise your findings.

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 Chapter 4 ● Ecosystems

Food chains and food webs food chain

a linear diagram that shows the
A food chain shows how energy flows from one organism to another in an ecosystem. There way energy is transferred from
producer to consumer
are four classifications of organisms in a food chain. Plants are always at the bottom of
the food chain because they produce their own simple sugars. They are known as producers. producer
Above the producers are three levels of consumers – primary, secondary and tertiary. They are an organism that produces its
called consumers because they consume other organisms to obtain their energy. own chemical energy through
photosynthesis; also known as an
 Primary consumers feed only on plants (the producers). These organisms are also called
●
autotroph
herbivores. A grasshopper is a primary consumer. (See Figure 4.13.)
consumer
 A secondary consumer feeds on herbivores. It may eat plants and animals (making it an
●
an organism that must consume
omnivore) or animals only (making it a carnivore). Our example continues with a brown other organisms to gain chemical
snake eating the grasshopper. energy; also known as a
heterotroph
 Tertiary consumers feed on secondary consumers. Our example continues with a wedge-
●

herbivore
tailed eagle feeding on the brown snake.
an organism that feeds solely on
Eventually, individual organisms of the populations contributing to the food chain die and plants
become food for micro-organisms, such as bacteria and fungi. These micro-organisms break
omnivore
down dead plants and animals and are known as decomposers.
an organism that consumes both
plants and animals

carnivore
an organism that feeds solely on
animals
Figure 4.13
Grass Grasshopper Brown snake Wedge-tailed eagle An Australian food chain
(producer) (herbivore, primary (carnivore, secondary (carnivore, tertiary
consumer) consumer) consumer) micro-organism
an organism that is too small to
be seen with the naked eye, such
ACTIVITY 4.3 as a bacterium

decomposer
Role-play: creating a food chain a micro-organism, such as fungi
and bacteria, that breaks down
1 Your teacher will give each student an arrow and a picture of an animal dead matter

or plant. The plants and animals come from a range of environments.

2 Find other students who have a species that lives in the same ICT
environment as your plant or animal.
Construct a food chain, with each student holding their picture and
3  Use a digital
using their arrow to show the direction of energy flow. camera to take
an image of your
Demonstrate the food chain you created by drawing it.
4 
completed food
chain. Upload
your image to
Food webs the class wiki.
An ecosystem has a variety of organisms. Most feed on more than one plant or consumer. Comment on
Therefore scientists create many different food chains to show the flow of energy. A food other students’
web looks at the bigger picture of energy flow through an ecosystem. It is created by linking food chains.
different food chains together. Figure 4.14 shows a typical Australian food web.

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food web Food webs also help scientists predict what could happen if one of the organisms in the
a group of interlinked food chains food web was disrupted in some way. What might happen to the consumers in Figure 4.14 if a
that gives an overall picture of drought caused much of the native grass to die? The primary consumers, such as the wallaby
how energy is transferred through
or wombat, might no longer have enough food. They might move to a new area, or some
an ecosystem
individuals might die of dehydration and starvation. In turn, the secondary consumers would
have smaller numbers of primary consumers to prey on, limiting their food supply. This would
cause some individuals of the kookaburra and red-bellied black snake populations to die of
starvation. In this way, the impact of the drought flows throughout the ecosystem.

Koala
Wedge-tailed
eagle

Leaves

Kookaburra Red-bellied
black snake
Caterpillar

Frog
Bush rat Fungi
Wallaby
Kangaroo

Wombat Eucalyptus
tree
Native grass

Mosquito
Native shrub
Figure 4.14
Decomposers
An Australian food web

WORKSPACE QUESTIONS 4.3

What have you learnt? 4.3

What have you learnt?

Understanding
Demonstrate what a food chain is using an example containing at least
 1 
WEBLINK four organisms.
Identifying parts of a food web
 2  Identify what a food web is made up of.

 3  Explain why producers are always at the bottom of a food chain or web.

 4  Discuss the importance of cellular respiration and why organisms need it.
ACTIVITY SHEET
Creating a food web
 5  Explain the difference between a food chain and a food web.

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 Chapter 4 ● Ecosystems

QUESTIONS 4.3 ACTIVITY SHEET

Be a critic

Feral cat
Kingfisher

Cricket

Blue-tongue Native grass

lizard

Mayfly
Duckweed

Redfin
Platypus

Murray cod

Worm Yabby

Figure 4.15
Decomposers A typical Australian food web

Applying
 6  Use Figure 4.15 to answer the following questions.
a Clarify which organisms are producers and which are consumers.
b Identify an example of a herbivore, an omnivore and a carnivore.
c Explain the difference between an autotroph and a heterotroph, and
identify an example of each.
d A food web shows the links between various food chains. Describe
three food chains that are found in this food web.
e Propose what effect the feral cat has on the food web.
f Explain what might happen if the European rabbit was introduced
into this community.

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QUESTIONS 4.3

a b

Adam Blyth Photography, http://pixelatedempire.com

Shutterstock.com/BMCL
c

Shutterstock.com
Figure 4.16
Three different food chains

 7  Use Figure 4.16 to complete the following food chains:

a ____________ ____________ bird
b Leaves ____________
c ____________ rabbit
 8  Identify how the food chains in Figure 4.16 represent energy flow.

Describe the process of photosynthesis, including the simple materials

 9 
that are used and produced.

Analysing
10  Explain how a food web is like a river.

Evaluating
11 ‘Photosynthesis is necessary for the survival of all organisms on Earth.’
Justify this statement.

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