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Energy Flow in Food Webs
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ten percent of energy in transferred to the next trophic level; the other 90 percent is lost as heat
Make a test, with answers best on the following: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Supporting Content LS1.A: Structure and Function • All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). (MS-LS-1.1) Further Explanation: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells. In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS-1.3) Further Explanation: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (MS-LS-1.4) • Living things share certain characteristics. (These include response to environment, reproduction, energy use, growth and development, life cycles, made of cells, etc.) (MS-LS1.4) Further Explanation: Examples should include both biotic and abiotic items, and should be defended using accepted characteristics of life. Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS-1.5) Further Explanation: Emphasis is on tracing movement of matter and flow of energy. Supporting Content LS1.C: Organization for Matter and Energy Flow in Organisms • Within individual organisms, food moves through a series of chemical reactions (cellular respiration) in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. (MS-LS-1.6) Further Explanation: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released and on understanding that the elements in the products are the same as the elements in the reactants. Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS-2.1) • In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS-2.1) • Growth of organisms and population increases are limited by access to resources. (MS-LS-2.1) Further Explanation: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources. Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS-2.2) Further Explanation: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial. Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS-2.3) Further Explanation: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system. Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MSLS-2.5) Further Explanation: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS-2.6) Supporting Content LS4.D: Biodiversity • Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (MS-LS-2.6) Supporting Content ETS1.B: Developing Possible Solutions • There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-LS-2.6) Further Explanation: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations. Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Structural changes to genes (mutations) can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. (MS-LS-3.1) Supporting Content LS3.B: Variation of Traits • In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in significant changes to the structure and function of proteins. Changes can be beneficial, harmful, or neutral to the organism. (MS-LS-3.1) Further Explanation: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins. Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (MS-LS-3.2) Supporting Content LS3.A: Inheritance of Traits • Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited. (MS-LS-3.2) Supporting Content LS3.B: Variation of Traits • In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. (MS-LS-3.2) Further Explanation: Emphasis is on using models such as simple Punnett squares and pedigrees, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation. The collection of fossils and their placement in chronological order is known as the fossil record and documents the change of many life forms throughout the history of the Earth. Anatomical similarities and differences between various organisms living today and between living and once living organisms in the fossil record enable the classification of living things. (MS-LS-4.1, MS-LS-4.2) Further Explanation: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers. The collection of fossils and their placement in chronological order is known as the fossil record and documents the change of many life forms throughout the history of the Earth. Anatomical similarities and differences between various organisms living today and between living and once living organisms in the fossil record enable the classification of living things. (MS-LS-4.1, MS-LS-4.2) Further Explanation: Emphasis is on explanations of the relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures. Scientific genus and species level names indicate a degree of relationship. (MS-LS-4.3) Further Explanation: Emphasis is on inferring general patterns of relatedness among structures of different organisms by comparing diagrams, pictures, specimens, or fossils. Natural selection leads to the predominance of certain traits in a population, and the suppression of others. (MS-LS-4.4) Further Explanation: Emphasis is on using concepts of natural selection, including overproduction of offspring, passage of time, variation in a population, selection of favorable traits, and heritability of traits. In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed to offspring. (MS-LS-4.5) Further Explanation: Emphasis is on identifying and communicating information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy), and on the influence these technologies have on society as well as the technologies leading to these scientific discoveries. Adaptation by natural selection acting over generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common; those that do not become less common. Thus, the distribution of traits in a population changes. (MS-LS-4.6) Further Explanation: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time. Examples could include Peppered Moth population changes before and after the industrial revolution.
All animals, most protists, all fungi, and many bacteria are het- erotrophs. Unlike autotrophs, heterotrophs cannot manufacture their own food. Instead, they get energy by eating other organisms or organic wastes. Ecologically speaking, heterotrophs are consumers. They obtain energy by consuming organic molecules made by other organisms. Consumers can be grouped according to the type of food they eat. Herbivores eat producers. An antelope that eats grass is a herbivore. Carnivores eat other consumers. Lions, cobras, and praying mantises are examples of carnivores. Omnivores eat both producers and consumers. The grizzly bear, whose diet ranges from berries to salmon, is an omnivore. Detritivores (dee-TRIET-uh-VAWRZ) are consumers that feed on the “garbage” of an ecosystem. This waste, or detritus, includes organisms that have recently died, fallen leaves, and animal wastes. The vulture shown in Figure 18-8 is a detritivore. Many bacteria and fungi are detritivores that cause decay by breaking down complex molecules into simpler molecules. So, they are specifically called decomposers. Some of the molecules released during decay are absorbed by the decomposers, and some are returned to the soil or water. Decomposers make the nutrients that were contained in detritus available again to the autotrophs in the ecosystem. Thus, the process of decomposition recycles chemical nutrients. Copyright © by Holt, Rinehart and Winston. All rights reserved. 368 CHAPTER 18 ENERGY FLOW When one organism eats another, molecules are metabolized and energy is transferred. As a result, energy flows through an ecosystem, moving from producers to consumers. One way to follow the pattern of energy flow is to group organisms in an ecosystem based on how they obtain energy. An organism’s trophic (TRAHF-ik) level indicates the organism’s position in a sequence of energy transfers. For exam- ple, all producers belong to the first trophic level. Herbivores belong to the second trophic level, and the predators belong to the third level. Most terrestrial ecosystems have only three or four trophic lev- els, whereas marine ecosystems often have more. Food Chains and Food Webs A food chain is a single pathway of feeding relationships among organisms in an ecosystem that results in energy transfer. A food chain may begin with grass, which is a primary producer. The chain may continue with a consumer of grass seeds—a meadow mouse. Next, a carnivorous snake may kill and eat the mouse. A hawk then may eat the snake, as shown in Figure 18-9. The feeding relationships in an ecosystem are usually too com- plex to be represented by a single food chain. Many consumers eat more than one type of food. In addition, more than one species of consumer may feed on the same organism. Many food chains inter- link, and a diagram of the feeding relationships among all the organisms in an ecosystem would resemble a web, as shown in Figure 18-10. For this reason, the interrelated food chains in an ecosystem are called a food web.
ENERGY FLOW IN A FOOD CHAIN
Energy flow in a food web
5.9.B Describe The Flow Of Energy In A Food Chain/Web
Try it Assessment of Gab FOOD CHAIN - Label organism in the food chain as herbivores, carnivores, and omnivores. (2) Identify the relationships among the different trophic levels in a food chain. (3) trace the flow of energy in an ecosystem
MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. MS-LS1-7 Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
PHOTOSYNTHESIS LIGHT DEPENDENT REACTION 1. Photosystem II (PSII) – Light Absorption & Water Splitting • Light energy (photons) excites electrons in chlorophyll molecules. • These high-energy electrons leave PSII and are passed into the electron transport chain (ETC). • Meanwhile, water molecules are split (photolysis) into: o O₂ (released as a by-product into the atmosphere) o H⁺ ions (protons, which build up inside the thylakoid) o Electrons (e⁻), which replace the ones lost by PSII. 2. Electron Transport Chain (ETC) • Excited electrons move through protein carriers embedded in the thylakoid membrane. • As they move, their energy pumps H⁺ ions into the thylakoid space, creating a proton gradient (high H⁺ inside, low outside). 3. ATP Production (ATP Synthase) • The buildup of H⁺ ions acts like a “waterfall” of potential energy. • These protons flow back across the membrane through ATP synthase, a protein complex that acts like a turbine. • This flow drives the conversion of ADP + Pi → ATP, which provides energy for the Calvin cycle. 4. Photosystem I (PSI) • Electrons arriving from the ETC enter PSI. • Sunlight excites them again, boosting them to a higher energy level. 5. NADPH Production • The energized electrons are transferred to NADP⁺. • Along with a proton (H⁺), this forms NADPH, another energy carrier. • NADPH is then delivered to the Calvin cycle to help build glucose. End Products of Light-Dependent Reactions: • ATP (energy source for Calvin cycle) • NADPH (reducing power for glucose synthesis) • O₂ (released into the atmosphere as waste) Light-Independent Reactions (Calvin Cycle) • These reactions do not directly require sunlight. • They occur in the stroma of the chloroplast (the fluid-filled space surrounding the thylakoids). • The inputs are ATP and NADPH (from light-dependent reactions) and CO₂ (from the atmosphere). • The outputs are glucose (C₆H₁₂O₆) and other carbohydrates. Think of the Calvin cycle as a factory that uses the energy and “raw materials” made in Stage I (ATP & NADPH) to build sugars. The 3 Main Steps of the Calvin Cycle 1. Carbon Fixation • CO₂ from the atmosphere enters the chloroplast and diffuses into the stroma. • Each CO₂ molecule attaches to a 5-carbon sugar called RuBP (ribulose-1,5-bisphosphate). • This reaction is catalyzed by the enzyme RuBisCO (Ribulose-1,5-bisphosphate carboxylase/oxygenase — the most abundant enzyme on Earth!). • The result is a short-lived 6-carbon compound, which immediately splits into two 3-carbon molecules called 3-PGA (3-phosphoglycerate). Summary: CO₂ + RuBP → 2 × 3-PGA 2. Reduction Phase • The 3-PGA molecules are “energized” and converted into G3P (glyceraldehyde-3-phosphate), a more energy-rich 3-carbon sugar. • This transformation requires: o ATP (provides energy) o NADPH (provides high-energy electrons and hydrogen atoms). • Some of the G3P molecules will eventually be combined to form glucose and other sugars. Summary: 3-PGA + ATP + NADPH → G3P 3. Regeneration of RuBP • Not all G3P molecules leave the cycle. Most of them are used to regenerate RuBP so the cycle can continue. • This regeneration also requires ATP. • For every 3 turns of the cycle, 5 G3P molecules are recycled to regenerate 3 molecules of RuBP. Summary: G3P + ATP → RuBP The Full Cycle Balance • To make one G3P molecule that can exit the cycle (and later form glucose), the cycle must run 3 times, fixing 3 molecules of CO₂. • To make one glucose molecule (C₆H₁₂O₆), the cycle must run 6 times (since glucose needs 6 carbon atoms). Inputs (for 1 glucose): • 6 CO₂ • 18 ATP • 12 NADPH Outputs: • 1 glucose (C₆H₁₂O₆) • 18 ADP + 18 Pi • 12 NADP⁺ Day vs Night Clarification • The Calvin Cycle is called light-independent, but that doesn’t mean it only happens at night. • It usually happens during the day because it depends on ATP and NADPH, which are only produced in light-dependent reactions (when sunlight is available). Simplified Analogy • Carbon fixation = The factory brings in CO₂ as raw material. • Reduction = Workers use energy (ATP & NADPH) to shape the raw material into useful products (G3P). • Regeneration = Some products are recycled to keep the factory running (RuBP is re-formed). • Output = After enough cycles, the factory produces glucose, the “food” of the plant.