7 TRIPLE Topic 7 Ecology

AQA GCSE Biology (triple)
Topic 7 Ecology
Model answer notes by @biologywitholivia
Topic Sub-topic Understand Memorise Practise
7.1 Adaptations, 7.1.1 Communities

interdependence
7.1.2 Abiotic factors & 7.1.3 Biotic factors
and competition
7.1.4 Adaptations
7.2 Organisation 7.2.1 Levels of organisation

of an ecosystem
Required practical 9
7.2.2 How materials are cycled
7.2.3 Decomposition
7.2.4 Impact of environmental change
7.3 Biodiversity 7.3.1 Biodiversity

and the effect of
7.3.2 Waste management
human
interaction on 7.3.3 Land use
ecosystems
7.3.4 Deforestation
7.3.5 Global warming
7.3.6 Maintaining biodiversity
7.4 Trophic levels 7.4.1 Trophic levels

in an ecosystem
7.4.2 Pyramids of biomass
7.4.3 Transfer of biomass
7.5 Food 7.5.1 Factors affecting food security

production
7.5.2 Farming techniques
7.5.3 Sustainable fisheries
7.5.4 Role of biotechnology

AQA GCSE Biology Topic 7 Ecology biologywitholivia.co.uk
7.1 Adaptations, interdependence

and competition
7.1.1 Communities
What is an ecosystem?
Interaction of a community of living organisms (biotic)

with non-living (abiotic) parts of their environment
Describe the levels of organisation in an ecosystem
1. Individual organisms
2. Population - group of organisms of one species in an area
3. Community - multiple populations of different species in an area
What do plants and animals in a community or habitat often compete for?
● Plants often compete with each other for: To survive & reproduce, organisms require a supply
light, space & water / mineral ions from soil of materials from their surroundings and from the
● Animals often compete with each other for: other living organisms there. If they need the same
food, mates and territory resource that’s in limited supply, they compete.
Importance of competition in a community: enables species to evolve by natural selection
What is interdependence?
● Each species depends on other species for food, shelter, pollination, seed dispersal etc.
● If one species is removed it can affect the whole community
Importance of interdependence in a community: enables an ecosystem to resist change
What is a stable community?
Where all the species and environmental factors are in balance so population sizes remain fairly constant
Exam insight: common misconception ❌

Misconception Why is this wrong?
“Trees compete for gases such as Gases like carbon dioxide and oxygen are abundant in the
carbon dioxide and oxygen.” atmosphere, so plants do not compete for them.
2
📈
Example application questions
Blue tits are relatively common birds that live in woodland ● Number of blue tits decrease
communities and feed on caterpillars. Caterpillars live and ● As no caterpillars for them to eat
feed on plants. If caterpillars were removed from the ● Number of plants increase
community, suggest what might happen to the numbers of ● As no caterpillars to eat them
blue tits and plants. Explain your answers. (4)
Students noticed that daisy plants growing near buildings ● Less light / water
were smaller. Explain why. (3) ● For photosynthesis / to produce glucose
● OR fewer mineral ions
● So fewer proteins / growth
Explain why a garden is not a stable community. (2) ● Organisms / species are always being
added or removed / eg. mowing grass
● So population sizes not (fairly) constant
7.1.2 Abiotic factors & 7.1.3 Biotic factors

Describe examples of abiotic and biotic factors that affect a community
Abiotic (non-living) factors Biotic (living) factors
● Light intensity - affects photosynthesis (plants) ● Availability of food → affects ability

● Temperature - affects photosynthesis (plants) of animals to survive and breed
● Moisture levels - affects survival of different species ● New predators → kill prey
● Soil pH & mineral content → affects growth (plants) ● New pathogens → kill organisms
● Wind intensity / direction → affects transpiration (plants) ● Competition → one species may
● Carbon dioxide levels for plants → affects photosynthesis outcompete another so numbers no
● Oxygen levels for aquatic animals → affects respiration longer sufficient to breed
Exam insight: common misconceptions ❌

“Biotic factors are only Biotic factors also include the interactions and relationships between
organisms.” organisms, such as predation and competition.
“Diseases are an abiotic factor.” Diseases are caused by pathogens (microorganisms), so are biotic factors.
Example application questions 📈

Earthworms live in soil, feed on dead and decaying ● Abiotic - water / moisture, oxygen, pH, minerals
plant matter and exchange gases through their soft, / ions, temperature, soil type / particle size
moist skin. Give 2 abiotic & 2 biotic factors that could ● Biotic - food / amount of dead matter,
affect the size of an earthworm population. (4) predators, pathogens
3
Explain how different biotic factors and abiotic Abiotic factors

factors could have caused an uneven distribution of ● School buildings → reduce light for
daisy plants in the field below. Use the diagram. (6) photosynthesis → fewer daisies nearer school
● Pollution from vehicles on road → reduce
growth → fewer daisies near road
● Wrong pH / lack of ions in soil in some areas →
slow growth → fewer daisies there
Biotic factors
● Trees in field → reduce light for photosynthesis /
take water / ions from soil → fewer daisies there
● Trampling on sports pitches → kill plants →
fewer daisies there
● Competition from plants on field → use up
water / ions / space → fewer daisies there
● More insects / disease / animals in some areas
→ eat / kill plants → fewer daisies there
7.1.4 Adaptations
What are adaptations?
Features that enable organisms to survive in the conditions in which they normally live.
Describe the 3 types of adaptation
● Structural - physical features (eg. colouring for camouflage to avoid predators / hunt prey)
● Behavioural - ways an organism acts (eg. courtship dances to attract a mate)
● Functional - biological processes (eg. kidneys producing highly concentrated urine to conserve water)
What are extremophiles? Give an example.
● Organisms that live in very extreme environments eg. high pressure, temperature or salt concentration
● Example: bacteria living in deep sea vents

[Named adaptation] allows photosynthesis. [Named adaptation] allows more photosynthesis.

2 types of seaweed live in similar seashore habitats. ● Gets more light (near surface)
Most of the time they’re covered with water. One has ● So photosynthesises more / more glucose
bladders filled with air. Explain why it grows faster. (3) ● Because badders aid floating
4
There are over 28,000 known species of orchid plants. 1. Support to absorb more light (for
Many orchid plants: photosynthesis)
1. Grow attached to other types of plants 2. Attract pollinators / insects that transfer pollen
2. Have brightly coloured flowers 3. More seeds / reproduction
3. Produce large quantities of pollen 4. Tiny / light seeds will travel long distances to
4. Produce thousands of tiny, light seeds. grow in new areas
Describe how these adaptations help orchid plants to OR Many seeds mean many new plants so will
survive and complete. (4) out-compete other species / more will survive
The jerboa is a small desert animal. It spends the ● Behavioural adaptation

daytime in its underground burrow, only leaving this ● Cooler underground / at night
to look for food at night. Describe how these types of ● Loses less water
adaptations help it to survive in the desert. (2) ● Less likely to be seen by predators
7.2 Organisation of an ecosystem

7.2.1 Levels of organisation
What do food chains represent?
● Feeding relationships within a community

● Arrows represent transfer of energy / biomass
Describe a simple food chain
1. Producers - synthesise molecules, usually green Photosynthetic organisms are the

plants / algae which make glucose by photosynthesis producers of biomass (mass of living
2. Primary consumers - eat producers material) for life on Earth.
3. Secondary consumers - eat primary consumers
4. Tertiary consumers - eat secondary consumers
What are predators and prey?
● Predator = consumers that kill and eat other animals

● Prey = animal which is killed and eaten by a predator
Explain why the numbers of predators and prey rise and fall in cycles in a
stable community
1. As prey numbers rise, predators have more food, so more survive & breed → predator numbers rise
2. After this, more prey are killed & eaten → prey numbers fall
3. After this, predators have less food, so less predators survive & breed → predator numbers fall
4. After this, less prey are killed & eaten by predators → prey numbers rise (cycle repeats)
5
❌
Exam insight: common misconception
“Predator and prey populations Prey populations tend to be larger than predator populations. This is
are similar in size.” important if asked to sketch or interpret a predator-prey cycle graph.

Animals get their energy by eating other organisms. Describe ● From light / sunlight
how algae get their energy. (2) ● Absorbed by chlorophyll / chloroplasts
A food web contains several ● Producer - algae

food chains. Name one ● Primary consumer - krill / herring /
producer and one primary copepod
consumer shown. (2)
The graphs give information about the size of the population ● More food / hares for lynx encourages
of snowshoe hares and more breeding (in lynx)
lynx. Lynx prey on ● More food / hares allows greater
snowshoe hares. The survival rate of cubs / adult lynx
graph for numbers of lynx ● Time lag for breeding / dying
show a similar cycle to
that of snowshoe hares.
The peaks for lynx usually
occur about a year later
than the peaks for the snowshoe hares. Suggest why. (2)
Owls are predators of ● Line rises and falls

mice and voles. The ● Rise and fall pattern is below the line
graph below shows for mice and voles
how the number of ● Rise and fall pattern is after the
mice and voles corresponding rise and fall for mice
changed over two and voles (from first trough onwards)
years.
The number of owls also changed over the same time period.
The changes in the numbers followed a typical predator-prey
relationship. Sketch a line on the graph to show how you
would expect the number of owls to change. (3)
6
Measure the population size of a common species in a habitat.
Use sampling techniques to investigate the effect of a factor on the distribution of this species.
Describe how to estimate the population size of a species in a habitat
1. Place 2 tape measures at right angles eg. 20 x 20 m

2. Generate a pair of coordinates using a random number generator (eg. on a calculator)
3. Place a quadrat (square frame eg. 0.5 x 0.5 m = 0.25 m2) here and count number of [named species]
4. Repeat a large number of times (minimum 10) and calculate a mean per quadrat
5. Population size = (total area of habitat / quadrat area) x mean number of [named species] per quadrat
Describe how to investigate the effect of a factor on the distribution of a

species in a habitat
1. Place a transect line (tape measure) across an area with an ecological gradient eg. tree to full sun
2. Place quadrats at regular intervals eg. 1m (until end of transect) and record:
a. Number of organisms of [named species]
b. [Named factor] eg. light intensity using a light meter or app
3. Repeat in another area and calculate mean number of plants at each point along the transect

Explain why the number of daisies calculated in ● Quadrats may not be representative of whole area
a field using random sampling is only an ● Might be regions with much higher / lower number
estimate. (2) of daisies than average
Why are a large number of samples used? (1) ● More representative and so more valid (mea)
Why is random sampling used? (1) ● To avoid data being biased
The diagram ● Area of field = (62 x 164) + ((164 x 68) / 2)

shows a ● = 15744 m2
school site ● Area of quadrat = 0.5 x 0.5 m = 0.25 m2
and the ● 15744 / 0.25 x 7.65 = 481766.4
dimensions of ● = 4.8 x 105
the school
field. Students
calculated
the mean
number of daisy plants to be 7.65 per quadrat
(50 x 50 cm). Calculate the population of daisy
plants on the school field. Give your answer in
standard form to 2 significant figures. (5)
7
On a school field, one area of soil was usually wet ● Mark out grid area in wet and dry area
while another was usually dry. Describe a ● Way of placing random quadrats
method to investigate if the amount of water in ● Count and record number of buttercups
soil affects the number of buttercups in a school ● Take soil moisture readings
field. (6) ● With suitable equipment eg. soil moisture meter
● At least 5 quadrats in each area
● Find means in each area
7.2.2 How materials are cycled

Fundamental biological concept / principle 5
“All molecules are recycled between the living world and the environment to sustain life from section
How materials are cycled”
Students should be able to recall and use this knowledge in questions that link different areas of the
specification in either paper.
Explain the importance of the carbon cycle to living organisms
● Returns carbon from organisms to the atmosphere as CO2 to be used by plants in photosynthesis
● Organisms need carbon to build complex organic molecules eg. carbohydrates, fats and protein
Describe the carbon cycle
Photo- Plants use absorbed CO2 to make glucose →

synthesis used to make starch / cellulose etc.
Feeding Carbon compounds passed to other organisms
Respiration All organisms break down carbon compounds eg.

glucose → release CO2 to atmosphere
Decay Microorganisms decompose dead organisms & waste,

using carbon compounds for respiration, releasing CO2
Fossilisation Dead organisms may form fossil fuels eg. coal
Combustion Burning fossil fuels converts carbon to CO2
Explain the importance of the water cycle to living organisms
Water is continuously evaporated and precipitated.
● Provides fresh water for plants and animals on land before draining into the seas
● Water important for organisms eg. in respiration, photosynthesis (plants), support (plants), transport
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Describe the water cycle
● Evaporation - water from seas / rivers etc. turns into

water vapour, due to energy from Sun
● Condensation - water vapour turns into water droplets
forming clouds, as it cools
● Precipitation - water falls as rain, snow, hail etc.
● Surface run-off - water runs into streams / lakes /
rivers / seas from ground
● Percolation - water moves through gaps in soil / rocks
● Transpiration - evaporation of water from plants
● Respiration - water released by all organisms
Explain the role of microorganisms in cycling materials through ecosystems
● Decompose dead organisms & waste by releasing enzymes for digestion (large → small molecules)
● Return carbon to the atmosphere as carbon dioxide, by using carbon compounds for respiration
● Release mineral ions eg. nitrate into soil, which can be absorbed by plant roots (by active transport)
Many different materials cycle through the abiotic and biotic components of an ecosystem. All materials in the
living world are recycled to provide the building blocks for future organisms.

“Plants take in carbon, CO2 or CO2.” These are not acceptable alternatives to carbon dioxide, or CO2.
“Carbon dioxide is released from This implies plants retain CO2, so when they die it escapes again, like air
plants as they decay.” from a balloon. CO2 is released by respiration of microorganisms.

Gardeners use compost heaps to decay dead plants. ● Contains minerals / ions
Decayed compost is then spread onto the soil in a ● Needed by plants for health / better growth /
garden. Explain why. (2) eg. nitrate to make protein
Many microorganisms are present in the sewage ● They respire / respiration

overflow. Explain why microorganisms cause the level ● This requires / uses up oxygen / is aerobic
of oxygen in the water to decrease. (2)
In a woodland, bluebells grow well every year. Each ● Dead leaves / flowers / bluebells are decayed
year the dead flowers and leaves of the bluebells and ● By microorganisms / decomposers
leaves from the trees fall onto the ground. Explain why ● Minerals / ions released by microorganisms
the bluebells do not run out of mineral ions. (3) ● Into soil / taken up by roots (next year)
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7.2.3 Decomposition (biology only)

What is decomposition, or decay?
Break down of organic matter from dead organisms / waste products, by microorganisms (bacteria / fungi)
Explain how different factors affect rate of decay of biological material
Temp- ● As temperature ↑, rate ↑ as rate of enzyme activity increases / reactions speed up

erature ● Above a certain temperature, rate ↓ as enzymes denature and decomposers die
Water ● As water ↑, rate ↑ as decomposers use water to carry out chemical reactions
● But when waterlogged, rate ↓ as oxygen levels fall so decomposers can’t aerobically respire
Oxygen As oxygen ↑, rate ↑ as many decomposers can aerobically respire faster to release more energy
How can rate changes in the decay of biological material be calculated?
Change in value / change in time (value is a measurable variable associated with decay of biological material)
Describe how gardeners and farmers produce and use compost
● Provide optimum conditions - high oxygen concentration, warm, moist

● For rapid decay of waste biological material by microorganisms
● Compost used as a natural fertiliser (rich in mineral ions) for growing plants / crops
Describe how biogas (methane gas) is produced and used
● Anaerobic decay (no oxygen) of waste biological material

by (anaerobic) microorganisms produces methane gas
● Can be produced in a biogas generator
● Use - fuel; combusted to release energy eg. for heating

“Worms and maggots cause decay.” Bacteria and fungi (microorganisms) cause decay.

Gardeners put decayed material around their ● Dead leaves / fruit / plants
plants to help them grow. Suggest why plants in ● Decay
a woodland grow well each year without ● Minerals / ions recycled / released
material from compost heaps being added. (2)
10
An airtight compost heap causes anaerobic ● Methane produced

decay. Explain why a gardener might be against ● Which is a greenhouse gas / causes global warming
producing compost using this method. (2)
Decay occurs in a compost heap, shown below. How microorganisms help recycle dead plants:
● Digestion by enzymes
● Respiration produces CO2
● Mineral ions eg. nitrate / phosphate released
How chemicals are used again by living plants:

● CO2 (air) taken in by leaves by diffusion, via stomata
● CO2 used in photosynthesis to make glucose
Describe how microorganisms in the layers of
● Glucose is used in respiration or to make starch etc.
soil help to recycle chemicals in the dead plants
● Mineral ions taken in by roots by active transport
and how the chemicals are used again by living
● Eg. nitrate ions used to make amino acids
plants.
● Eg. phosphate ions used to make DNA
Required practical 10 (biology only)

Investigate the effect of temperature on the rate of decay of fresh milk by measuring pH change.
Describe a method to investigate the effect of temperature on rate of decay

of fresh milk
1. Set up at 5 beakers with same volume (eg. 20 cm3) of the same type of fresh milk
2. Measure pH of milk in each by using universal indicator paper / solution or a pH meter
3. Cover each beaker and place each in a water bath at a set temperature (eg. 20, 30, 40, 50, 60oC)
4. Measure pH after a set amount of time (eg. every 24 hours) over a set period (eg. for 5 days)
5. Repeat 3 or more times at each temperature to calculate means
What are the independent, dependent and control variables?
Independent Temperature of milk
Dependent pH of milk
Control ● Volume of milk

● Type of milk (including freshness / age at start / treatment before)
● Exposure to air / oxygen
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📈
Example application questions
As milk decays, lipids in the milk are broken ● Fatty acids

down. Name the product of this that causes
the pH of milk to decrease. (1)
Suggest two reasons why different types of ● Different concentration / type of fat / lipid
milk took different lengths of time to reach ● Different concentration / type of proteins / carbohydrate
pH 5. (2) ● Different (amount / type of) bacteria present
● May have been pasteurised by a different process
● Different starting pH
Explain which method of measuring pH is ● pH meter

best. (2) ● More accurate / precise / measures to smaller intervals
Explain why fresh milk is used. (1) ● Has not started decaying
7.2.4 Impact of environmental change (biology

only) (HT only)
Give three examples of environmental changes that may affect the
distribution of species in an ecosystem
Temperature, availability of water and composition of atmospheric gases
Give three reasons for changes in these environmental factors
Seasonal changes, geographical changes, human interaction

Sulfur dioxide is an air pollutant. About 99% of ● Use a line transect / tape measure
atmospheric sulfur dioxide in air comes from human ● From main road towards trees
activity, such as burning sulfur contaminated fossil fuels. ● Place quadrat at regular distances along
A group of students measured the distribution of two transect
species of lichen growing on trees at increasing distances ● Mark whether each species is present or
from a main road. Describe how they would investigate absent
the distribution of two lichens, one of which is sensitive to
high levels of sulfur dioxide; the other is not. (3)
Predict the results that might be expected from the ● Sulfur-sensitive lichen not close to road
experiment described above. Explain the reasoning ● As sulfur emissions from traffic higher here
behind your prediction. (3) ● Non-sensitive species distribution will be
consistent as not affected by sulfur
12
7.3 Biodiversity and the effect of human

interaction on ecosystems
7.3.1 Biodiversity
What is biodiversity?
Variety of all the different species of organisms on Earth, or within an ecosystem
Explain the importance of good levels of biodiversity
● Ensures stability of ecosystems

● By reducing dependence of one species on another for food, shelter &
maintenance of physical environment (eg. tree roots provide soil stability)
● Ensures the future of the human species on Earth (eg. pollinators needed for food crops)
Many human activities are reducing biodiversity and only recently have measures been taken to try to stop this.

“Biodiversity is the number of different Biodiversity is the number of different species in an ecosystem. This
animals in an ecosystem.” also includes plant and microorganism species.
7.3.2 Waste management

Why have humans’ use of resources and waste production increased?
1. Rapid growth in human population Unless waste and chemical materials are
2. Increase in the standard of living properly handled, more pollution will be caused.
Describe 3 examples of water pollution
● Fertiliser → causes algae to grow, blocking light so plants below die (cannot photosynthesise)
and decompose, reducing water oxygen content (as decomposers respire), so water animals die
● Sewage → may contain pathogens (and same as above ^)
● Toxic chemicals (eg. pesticides, herbicides) → build-up in food chains and poison consumers
13
Describe 2 examples of air pollution
● Smoke → contains particulates which can damage lungs AND block light so less photosynthesis
● Acidic gases eg. sulfur dioxide, nitrogen oxides (from combustion to fossil fuels) → damages lungs
AND causes acid rain which acidifies soil (damaging leaves / roots) and water (damaging fish gills)
Describe 2 examples of land pollution
● Landfill (from household waste)

● Toxic chemicals (eg. pesticides, nuclear waste, etc.) → build-up in food chains, poison consumers
Describe the impact of pollution on biodiversity
Kills plants and animals which can reduce biodiversity

Water pollution ● Fertiliser from farms run off into rivers / lakes
is a problem for ○ Cause algae to grow blocking light
humans and ○ So plants below die as cannot photosynthesise
wildlife. Explain ○ Leading to lack of O2 in water as decomposers respire, so water animals die
how human ● Sewage released into rivers / seas
activities are ○ Cause bacteria to multiply faster
polluting rivers, ○ Leading to lack of O2 in water as bacteria respire, so water animals die
lakes and seas. ○ Could also contain pathogens
(6) ● Toxic chemicals from industry / factories may cause mutations / kill water animals
● Herbicides / pesticides build up in food chains and poison consumer
Describe how Air pollution

substances that ● CO2 / methane → causes global warming and climate change eg. so ice caps melt
pollute air and causing sea level rise causing habitat loss
water could be ● Acidic gas → damage leaves so less photosynthesis AND damage lungs
harmful to ● Particulates → cover leaves so less photosynthesis AND damage lungs
humans and
Water pollution
other living
● Sewage → bacteria multiply, use oxygen in respiration so water animals cannot
organisms. (6)
respire
● Fertiliser → algae multiply, blocking light so plants can’t photosynthesise, reducing
oxygen so fish can’t respire and die
● Herbicide / fungicide → toxic / harms cells / interferes with metabolism eg
respiration protein synthesis
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7.3.3 Land use

How do humans reduce the land available for other animals & plants?
1. Building
2. Quarrying
3. Dumping waste
4. Farming
Why have peat bogs and other areas of peat been destroyed?
Peat = partially decayed plant material (due to lack of oxygen)
1. Peat used to produce garden compost (cheap)

2. Peat burned as a fuel
Explain the consequences of destroying peat bogs and other areas of peat
1. Reduces area of habitat → reduce variety of plant, animal & microorganism species that live there
2. Decay / burning of peat releases CO2 into atmosphere → increase global warming

“Peat spontaneously Peat only releases CO2 when it is a) burnt or b) decomposed by

releases CO2.” microorganisms (in presence of oxygen from air) when used as compost.
“Peat is a renewable resource.” Peat is a non-renewable resource. It is being used faster than it forms.

Intensive farming, where a single crop is grown on ● Takes minerals from soil as crops harvested
a large area of land year after year, is cost ● Leads to soil erosion
effective for farmers. It’s efficient to use fertilisers ● Fertilisers pollute water
and to burn the waste so land is ready to use the ● Burning crop waste produces CO2 / causes global
next year. Planting a single crop reduces warming
biodiversity. Suggest two other ways that this ● Large farm machinery causes soil compaction
type of farming can damage the environment. (2)
Explain why mixing peat with air leads to the ● Decay / decomposition of peat
release of carbon dioxide. (4) ● By microorganisms / decomposers introduced
when peat mixed with air
● That respire using substances in peat as reactant
● Using oxygen introduced when peat mixed with air
15
7.3.4 Deforestation
What are the causes of large-scale deforestation in tropical areas?
● Providing land for cattle and rice fields There are many other general causes eg. wood for building
● Growing crops used to make biofuels materials, fuel and paper
Explain the consequences of deforestation
● Increased CO2 levels in atmosphere → global warming (see 7.3.5 Global warming)
○ Burning wood AND decay by respiring microorganisms releases CO2
○ Fewer trees to take in CO2 for photosynthesis
● Loss of plant species → loss of habitats and variety of food sources → decreased biodiversity

“Tropical rainforests are being cut down for These are all too vague. Give clear examples, eg. land or
wood, resources, economic reasons and space.” cattle and rice fields.
“Trees release stored CO2 when they are cut Trees do not store carbon dioxide - this would imply they
down.” act like a balloon! Burning trees releases CO2, as does their
decay as decomposers / microorganisms respire.

Describe the reasons why Reasons
deforestation takes place and ● Tropical rainforests cleared for land
the effects deforestation has ○ For raising cattle, planting rice or plant crops such as coffee
on the environment. (6) ○ For growing biofuels or palm oil
● (Temperate) forests cut down for wood for building / paper, or for
farming
Effects
● Less trees to take in CO2 for photosynthesis
● Decay by microorganisms releases CO2 as they respire
● Burning waste wood releases CO2
● Build-up of CO2 in atmosphere enhances greenhouse effect, causing
global warming
● Consequences of this eg. ice caps melt / sea level rise / habitat loss /
reduced biodiversity
Describe one way forests being ● Forests involve gas exchange with the atmosphere
called ‘The lungs of the planet’
can be considered correct. (1)
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7.3.5 Global warming

What is causing global warming?
● Increasing levels of greenhouse gases, eg.

○ Carbon dioxide (eg. from burning fossil fuels) & methane (released by cattle and rice fields)
● This enhances greenhouse effect - less heat or infrared radiation lost / more insulation
Describe the biological consequences of global warming
● Polar ice caps melt → habitat loss (eg. for polar bears)
● Sea level rise → flooding of low land → habitat loss → biodiversity loss / extinction
● Climate change eg. changing rainfall patterns / more droughts / storms → habitat loss / crop failure
● Changes in migration patterns (eg. birds migrate further north) → disrupt ecosystems
● Changes in species distribution (eg. mosquitoes carrying malaria found in more temperate regions)

“Global warming and climate change Global warming (increase in Earth’s average temperature) is
are the same.” causing climate change.
“Global warming causes ice / icebergs This is too vague. Global warming causes polar ice caps (which are
to melt.” larger and more significant) to melt.
“Global warming causes global These are caused by different types of pollution, which is a separate
dimming, destruction of the ozone layer issue to global warming. For example, acid rain is caused by acidic
and acid rain.” gases from the burning of fossil fuels.
Example application question 📈

Evaluate evidence for and against the theory that For the theory:
an increase in the conc. of carbon dioxide in the ● Overall increased CO2 parallels overall increased
atmosphere causes an increase in air temperature by 0.4oC
temperature. Use data from the graph below and ● CO2 traps (long-wave) radiation / heat
your own knowledge. (4)
Against the theory:
● In some years eg. 1960-1977 temperature falls
while CO2 rises
● May erratic rises and falls in temperature
● Overall correlation does not necessarily mean a
causal link
● Other (unknown) factors may be involved in
temperature change
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7.3.6 Maintaining biodiversity

Describe 5 programmes put in place by scientists and concerned citizens to
reduce the negative effects of humans on ecosystems and biodiversity
● Breeding programmes for endangered species (preventing extinction)

● Protection and regeneration of rare habitats (eg. coral reefs)
● Reintroduction of field margins & hedgerows in agricultural areas where farmers grow one crop type
● Reduction of deforestation and CO2 emissions by some governments (reducing global warming)
● Recycling resources rather than dumping waste in landfill (reducing pollution / habitat destruction)

“Recycling will increase biodiversity.” This will help reduce decline, but doesn’t directly increase biodiversity.

In 2017, Manchester began a ‘City of Trees’ ● New trees / woodlands provide new habitats
project, planning to plant 3 million trees ● For new species of plants / animals
over 25 years. The trees will be used to make ● New trees / woodlands provide food / shelter
existing woodlands larger, link woodlands, ● For new species of insects / birds
create new woodlands and plant in parks, ● Linking allows animals to move into new areas
public gardens and private gardens. Explain
how the project will increase biodiversity.
(3)
Farming techniques have changed in recent Why more land is being used for farming:
years. Describe why more land is being used ● Increasing population requires more food
for farming and how increased farming has ● Crops / livestock for food
decreased biodiversity. (6) ● Farming crops for biofuels
● Peat used as compost and fuel
How increased farming has decreased biodiversity:

● Deforestation → habitat loss
● Loss of hedgerows to make fields larger → habitat loss
● Monocultures (growing one type of crop) → less variety
of food sources for insects etc.
● Fertiliser run-off → pollute water, causing algal
overgrowth, reducing water oxygen content so fish die
● Pesticide / herbicide use → build-up in food chains and
poison consumers
● More CO2 from farm animals and more methane from
cows → global warming → sea level rise / flooding etc.
18
7.4 Trophic levels in an ecosystem

(biology only)
7.4.1 Trophic levels
Describe the four trophic levels
Trophic level = position a species occupies in a food chain
Level 1 Producers = plants / algae that make their own food
Level 2 Primary consumers = herbivores that eat plants/algae
Level 3 Secondary consumers = carnivores that eat herbivores
Level 4 Tertiary consumers = carnivores that eat other carnivores
What is an apex predator?
A carnivore with no predators
Describe the role of decomposers
● Break down dead plant / animal matter by secreting enzymes into the environment
● Small soluble food molecules then diffuse into the microorganism
7.4.2 Pyramids of biomass

What do pyramids of biomass represent?
● Relative amount of biomass in each level of a food chain (trophic level 1 at bottom)
● Biomass = mass of living tissue/material of organisms in an area
Sketch a typical pyramid of biomass, labelling the trophic levels
19
Describe how to construct pyramids of biomass, using the example
Below is a food chain for organisms in a river and the biomass of the organisms at each trophic level.
Draw a pyramid of biomass for the food chain in the space below.
You should use a suitable scale, label the x-axis and label each trophic level. [4 marks]

“Axis do not need to be labelled when The x-axis should be labelled eg. ‘biomass in g/m2‘ (unit will be given
drawing a pyramid of biomass.” somewhere in the question)
“If biomass is 500, for example, 500 This results in plotted bars being twice the width they should be. Half
should be plotted on both sides of the biomass should be plotted on either side. For example, a biomass
the midpoint.” of 500 should extend 250 either side of the mid-point.

A new dog food has been developed that does not contain ● Triangular pyramid with 3 levels
meat from cows, sheep or chickens. The new dog food contains ● Labels from bottom / biggest box:
insects. The insects in the dog food factory are fed on waste (waste) vegetables; insects; dogs
vegetables. Sketch the pyramid of biomass for the food chain
that produces food for dogs from insects. Label the pyramid. (2)
20
7.4.3 Transfer of biomass

How do you calculate efficiency of biomass transfer between trophic levels?
Efficiency = (biomass transferred to next level / biomass available at previous level) x 100
Explain how biomass is lost between different trophic levels
● Not all ingested material absorbed → some egested as faeces (also not all parts eaten eg. bones)
● Some absorbed material lost as waste (excretion) eg.CO2 in respiration and urea in urine
● Large amounts of glucose used in respiration (to release energy)
What % of incident light energy do producers transfer for photosynthesis?
About 1%
What % of biomass from one trophic level is transferred to the level above it?
About 10%
How does the efficiency of biomass transfers affect the number of trophic
levels in a biomass pyramid?
The less efficient the transfers, the fewer trophic levels and the fewer organisms in higher trophic levels.

“Longer food chains mean organisms would Longer food chains (more trophic levels) result in more
gain more biomass for organisms at the top.” energy / biomass loss, as transfer of energy is inefficient.

The table below shows three food chains, A, B and C. ● C
● Shortest / fewest transfers / trophic levels
● Less loss in faeces / urine / CO2 / excretion
● Less lost in respiration / heat / movement
Explain which food chain will enable the greatest

proportion of biomass and energy of the plants to be
passed to humans. (4)
This is an example of a food chain: ● (1.3 kg / 14.6 kg) x 100

phytoplankton → zooplankton → herring → sea lion ● = 8.9 %
Total biomass within phytoplankton is 14.6 kg and in zoo-
plankton is 1.3 kg. What’s the efficiency of this transfer?
(2)
21
7.5 Food production (biology only)

7.5.1 Factors affecting food security
What is food security?
Having enough food to feed a population.
Describe the biological factors which are threatening food security
1. Increasing birth rate (some countries) → increasing population so more people to feed
2. Changing diets in developed countries → scarce food resources transported around the world
3. New pests and pathogens that affect farming → destroy / damage crops / livestock
4. Environmental changes affecting food production eg. rains fail → widespread famine
5. Cost of agricultural inputs eg. fertilisers / pesticides / machinery
6. Conflicts (in some parts of the world) → affect availability of water or food eg. difficulty transporting
Sustainable methods must be found to feed all people on Earth.

A new dog food has been developed that ● Less land required
does not contain meat from cows, sheep or ● So more space for crops (for humans) / more meat
chickens. Instead, it contains insects which (from cows etc.) for humans
are fed on waste vegetables. Explain how ● Less methane (from animals) so less global warming
making dog food from insects could improve ● So less harmful effects of global warming on human
human food security in the future. (4) food production / eg. less flooding of farmland
7.5.2 Farming techniques

Explain how the efficiency of food production from animals can be improved
● Restrict energy transfer from animals to environment →

more energy available for growth
○ Limiting movement (eg. caging)
○ Controlling surrounding temperature (eg. indoors)
● Feed animals high protein foods → increase growth

Some people think methods of intensive farming ● Diseases spread more rapidly
are unethical. Suggest 2 other disadvantages of ● Overuse of antibiotics / can build up in food chain
intensive farming methods. (2) ● Increased use of fossil fuels (for heating)
22
7.5.3 Sustainable fisheries

Why is it important to prevent fish stocks from continuing to decline?
● Stocks may not be high enough for breeding to continue

● So certain species may disappear altogether in some areas
Explain how fish stocks can be conserved at a sustainable level
1. Control of net sizes, bigger mesh sizes → younger fish not caught so can live long enough to reproduce
2. Introduction of fishing quotas (limits) → fewer fish caught so remaining fish can reproduce

“Increasing net size helps conserve fish stocks.” Decreasing net size or increasing mesh size helps conserve.

Figure 1 shows For
how the biomass ● After all laws biomass has increased
of adult herring in ● ‘77-’81 law resulted in increase in biomass
the North Sea has from 0.1 to 0.5 million tonnes
changed between ● ‘84 law resulted in increase in biomass
1950 and 2010. from 0.9 to 1.8 million tonnes (by ‘90)
● This is as small, young fish are not caught
Too many herring
so can live long enough to reproduce
were caught by
● ‘97 law resulted in increase in biomass
fishermen between 1960 and 1977. Herring can live for up to
from 1.15 to 1.25 million tonnes (in 1 year)
12 years and begin to reproduce when 3 to 4 years old.
● ‘98 law resulted in increase in biomass
Laws have been introduced to help conserve herring: from 1.25 to 2.5 (‘03)
● 1977 - 1981: herring fishing banned in the North Sea

Against
● 1984 - present: control of mesh size of fishing nets
● Correlation doesn’t necessarily indicate a
● 1997 - present: fishing quotas introduced
causal relationship, may be other factors
● 1998 - present: herring fishing banned in breeding
● Laws superimposed so can’t necessarily
grounds during breeding season.
tell the effect of each
Figure 2 shows how a ● Each law results in an increase followed
minimum mesh size helps by a decrease
to conserve herring. ● Quotas lead to dead fish being thrown

back into sea
Evaluate the effect of these laws on the conservation of
herring stocks. Use data from figure 1 and information Judgement - despite fluctuations,
from figure 2 in your answer. (6) combination of the laws is effective as an

overall increase in biomass
23
7.5.4 Role of biotechnology

Why are modern biotechnology techniques useful in food production?
Enable large quantities of microorganisms cultured for food
What is mycoprotein and how is it produced?
● Mycoprotein = protein-rich food suitable for vegetarians

● Fungus Fusarium grown on glucose syrup in aerobic conditions (with oxygen)
● Biomass (mycoprotein) harvested and purified
Describe an advantage of using genetically modified (GM) crops
● Could provide more food or food with improved nutritional value

● Eg. golden rice (with beta carotene to make vitamin A for good vision)
Give an example of how GM bacteria can be used
● A GM bacteria can produce human insulin

● When harvested and purified this is used to treat people with diabetes

“Mycoprotein is a fungus.”. Mycorprotein is produced by the fungus Fusarium, but not a fungus itself.

Explain why a fermenter used for ● Kills microorganisms / bacteria / fungi
growing Fusarium to make ● Which compete for food / oxygen OR make toxins OR which
mycoprotein is sterilised before use. (2) are pathogens OR which might kill Fusarium
Explain why Fusarium needs glucose ● For (aerobic) respiration

and oxygen. (2) ● Which releases energy for growth
Suggest one reason why some people ● Gene may contaminate / enter other breeds / species
are concerned about the use of golden ● Reduction / extinction of population of wild / traditional rice
rice, a genetically modified crop. (1) ● Reduction / extinction of population of flowers / insects
● High costs of seeds / may harm human health
Suggest two possible advantages of ● Quicker / cheaper

getting more food from mycoprotein, ● Suitable for vegetarians
with less from farming animals. (2) ● More efficient / less land / less methane
Created with BioRender.com
24

7 TRIPLE Topic 7 Ecology

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AQA GCSE Biology (triple)

Topic Sub-topic Understand Memorise Practise

7.1 Adaptations, 7.1.1 Communities

7.2 Organisation 7.2.1 Levels of organisation

7.2.2 How materials are cycled

7.2.4 Impact of environmental change

7.3 Biodiversity 7.3.1 Biodiversity

7.3.5 Global warming

7.3.6 Maintaining biodiversity

7.4 Trophic levels 7.4.1 Trophic levels

7.4.3 Transfer of biomass

7.5 Food 7.5.1 Factors affecting food security

7.5.3 Sustainable fisheries

7.5.4 Role of biotechnology

7.1 Adaptations, interdependence

Interaction of a community of living organisms (biotic)

Describe the levels of organisation in an ecosystem

What do plants and animals in a community or habitat often compete for?

Importance of competition in a community: enables species to evolve by natural selection

Importance of interdependence in a community: enables an ecosystem to resist change

What is a stable community?

Exam insight: common misconception ❌

Example application questions

7.1.2 Abiotic factors & 7.1.3 Biotic factors

Abiotic (non-living) factors Biotic (living) factors

● Light intensity - affects photosynthesis (plants) ● Availability of food → affects ability

Exam insight: common misconceptions ❌

Example application questions 📈

Explain how different biotic factors and abiotic Abiotic factors

Describe the 3 types of adaptation

What are extremophiles? Give an example.

Exam insight: common misconception ❌

[Named adaptation] allows photosynthesis. [Named adaptation] allows more photosynthesis.

Example application questions 📈

The jerboa is a small desert animal. It spends the ● Behavioural adaptation

7.2 Organisation of an ecosystem

● Feeding relationships within a community

Describe a simple food chain

1. Producers - synthesise molecules, usually green Photosynthetic organisms are the

What are predators and prey?

● Predator = consumers that kill and eat other animals

Exam insight: common misconception

Misconception Why is this wrong?

Example application questions 📈

A food web contains several ● Producer - algae

Owls are predators of ● Line rises and falls

Describe how to estimate the population size of a species in a habitat

1. Place 2 tape measures at right angles eg. 20 x 20 m

Describe how to investigate the effect of a factor on the distribution of a

Example application questions 📈

Why is random sampling used? (1) ● To avoid data being biased

The diagram ● Area of field = (62 x 164) + ((164 x 68) / 2)

7.2.2 How materials are cycled

Explain the importance of the carbon cycle to living organisms

Describe the carbon cycle

Photo- Plants use absorbed CO2 to make glucose →

Feeding Carbon compounds passed to other organisms

Respiration All organisms break down carbon compounds eg.

Decay Microorganisms decompose dead organisms & waste,

Fossilisation Dead organisms may form fossil fuels eg. coal