Energy Pyramids
•Download as PPTX, PDF•
2 likes•949 views
The document discusses energy pyramids and food pyramids. An energy pyramid shows that there is less available energy the higher up in the food chain you go, as organisms use energy. A food pyramid recommends eating more of the foods at the bottom of the pyramid than the top, as those foods provide more "good energy." The document asks if it would be healthy to eat according to an inverted food pyramid or for an ecosystem to have an inverted energy pyramid.
Report
Share
Report
Share
Recommended
pre-AP Bio Chapter 3 part 3
Energy from the sun is captured by primary producers like plants through photosynthesis and enters ecosystems. This energy is then passed between organisms as some eat others, forming food chains and complex food webs. The amount of usable energy decreases at each trophic level as heat, with only about 10% transferred between levels. This is illustrated by ecological pyramids which show biomass and numbers decreasing with each increasing trophic level due to the loss of energy between levels in the transfer of organic matter and nutrients.
Food chain,food web and ecological pyramids
The document discusses food chains and food webs within an ecosystem. It defines a food chain as the transfer of energy from producers, like plants, through consumers at different trophic levels, and explains the key levels as producers, primary consumers, secondary consumers, and decomposers. Food webs are described as interconnected food chains that form a network of feeding relationships between species. Ecological pyramids illustrate the structure of ecosystems by depicting the numbers, biomass, or productivity at each trophic level, with producers at the base and top predators at the apex. Disturbances like bioaccumulation and biomagnification of chemicals can disrupt ecosystem balance.
Energy flow
In ecology, energy flow, also called the calorific flow, refers to the flow of energy through a food chain. In an ecosystem, ecologists seek to quantify the relative importance of different component species and feeding relationships.
A general energy flow scenario follows:
Solar energy is fixed by the photoautotrophs, called primary producers, like green plants. Primary consumers absorb most of the stored energy in the plant through digestion, and transform it into the form of energy they need, such as adenosine triphosphate (ATP), through respiration. A part of the energy received by primary consumers, herbivores, is converted to body heat (an effect of respiration), which is radiated away and lost from the system. The loss of energy through body heat is far greater in warm-blooded animals, which must eat much more frequently than those that are cold-blooded. Energy loss also occurs in the expulsion of undigested food (egesta) by excretion or regurgitation.
Secondary consumers, carnivores, then consume the primary consumers, although omnivores also consume primary producers. Energy that had been used by the primary consumers for growth and storage is thus absorbed into the secondary consumers through the process of digestion. As with primary consumers, secondary consumers convert this energy into a more suitable form (ATP) during respiration. Again, some energy is lost from the system, since energy which the primary consumers had used for respiration and regulation of body temperature cannot be utilised by the secondary consumers.
Tertiary consumers, which may or may not be apex predators, then consume the secondary consumers, with some energy passed on and some lost, as with the lower levels of the food chain.
A final link in the food chain are decomposers which break down the organic matter of the tertiary consumers (or whichever consumer is at the top of the chain) and release nutrients into the soil. They also break down plants, herbivores and carnivores that were not eaten by organisms higher on the food chain, as well as the undigested food that is excreted by herbivores and carnivores. Saprotrophic bacteria and fungi are decomposers, and play a pivotal role in the nitrogen and carbon cycles.
The energy is passed on from trophic level to trophic level and each time about 90% of the energy is lost, with some being lost as heat into the environment (an effect of respiration) and some being lost as incompletely digested food (egesta). Therefore, primary consumers get about 10% of the energy produced by autotrophs, while secondary consumers get 1% and tertiary consumers get 0.1%. This means the top consumer of a food chain receives the least energy, as a lot of the food chain's energy has been lost between trophic levels. This loss of energy at each level limits typical food chains to only four to six links.
Ecosystem energyflow with qs
1. The document describes energy flow through ecosystems, including food chains, food webs, and energy pyramids.
2. Energy from the sun is stored by producers like plants through photosynthesis and used to make glucose, which is then stored. Consumers that eat producers or other consumers get energy by consuming them.
3. As energy moves through food chains and webs, most is used at each level but some is lost as heat, with decreasing amounts available at higher levels of consumption like secondary and tertiary consumers. This is illustrated through energy pyramids.
pre-AP Bio Chapter 3 part 1
Ecology is the scientific study of interactions between organisms and their environment. It examines how biotic factors like other living things and abiotic non-living factors influence ecosystems. Ecologists use observation, experimentation, and modeling to study organisms, populations, communities, ecosystems, biomes, and the biosphere.
Energy flow
This document discusses energy flow through ecosystems. It begins by explaining photosynthesis and how plants use energy from the sun to produce glucose from carbon dioxide and water. Producers, like plants, use this energy primarily for themselves through cellular respiration. Consumers cannot produce their own energy and obtain it by eating producers or other consumers. This transfer of energy between trophic levels can be represented by food chains or energy pyramids, which show that the amount of available energy decreases at each level. Food webs illustrate the complex interconnected feeding relationships between organisms in an ecosystem.
Energy flow in ecosystems
1) Energy from the sun is captured by producers like plants through photosynthesis and converted into chemical energy stored in organic molecules. 2) Primary consumers, like herbivores, obtain this energy by consuming producers. Secondary consumers eat primary consumers. 3) Energy is lost at each trophic level, with only about 10% transferred between levels. This limits the length of food chains and the number of organisms an ecosystem can support.
chmsc lab. school science 6 - food energy pyramid
The food energy pyramid consists of four levels that categorize organisms based on their role in the ecosystem's energy flow. Producers such as plants are at the base of the pyramid as they produce their own food through photosynthesis. Primary consumers (herbivores) that eat plants are the next level. Secondary consumers (carnivores) that eat herbivores are above them. Tertiary consumers (top carnivores) that eat other carnivores are at the apex of the pyramid and exist in the lowest numbers.
Recommended
pre-AP Bio Chapter 3 part 3
Energy from the sun is captured by primary producers like plants through photosynthesis and enters ecosystems. This energy is then passed between organisms as some eat others, forming food chains and complex food webs. The amount of usable energy decreases at each trophic level as heat, with only about 10% transferred between levels. This is illustrated by ecological pyramids which show biomass and numbers decreasing with each increasing trophic level due to the loss of energy between levels in the transfer of organic matter and nutrients.
Food chain,food web and ecological pyramids
The document discusses food chains and food webs within an ecosystem. It defines a food chain as the transfer of energy from producers, like plants, through consumers at different trophic levels, and explains the key levels as producers, primary consumers, secondary consumers, and decomposers. Food webs are described as interconnected food chains that form a network of feeding relationships between species. Ecological pyramids illustrate the structure of ecosystems by depicting the numbers, biomass, or productivity at each trophic level, with producers at the base and top predators at the apex. Disturbances like bioaccumulation and biomagnification of chemicals can disrupt ecosystem balance.
Energy flow
In ecology, energy flow, also called the calorific flow, refers to the flow of energy through a food chain. In an ecosystem, ecologists seek to quantify the relative importance of different component species and feeding relationships.
A general energy flow scenario follows:
Solar energy is fixed by the photoautotrophs, called primary producers, like green plants. Primary consumers absorb most of the stored energy in the plant through digestion, and transform it into the form of energy they need, such as adenosine triphosphate (ATP), through respiration. A part of the energy received by primary consumers, herbivores, is converted to body heat (an effect of respiration), which is radiated away and lost from the system. The loss of energy through body heat is far greater in warm-blooded animals, which must eat much more frequently than those that are cold-blooded. Energy loss also occurs in the expulsion of undigested food (egesta) by excretion or regurgitation.
Secondary consumers, carnivores, then consume the primary consumers, although omnivores also consume primary producers. Energy that had been used by the primary consumers for growth and storage is thus absorbed into the secondary consumers through the process of digestion. As with primary consumers, secondary consumers convert this energy into a more suitable form (ATP) during respiration. Again, some energy is lost from the system, since energy which the primary consumers had used for respiration and regulation of body temperature cannot be utilised by the secondary consumers.
Tertiary consumers, which may or may not be apex predators, then consume the secondary consumers, with some energy passed on and some lost, as with the lower levels of the food chain.
A final link in the food chain are decomposers which break down the organic matter of the tertiary consumers (or whichever consumer is at the top of the chain) and release nutrients into the soil. They also break down plants, herbivores and carnivores that were not eaten by organisms higher on the food chain, as well as the undigested food that is excreted by herbivores and carnivores. Saprotrophic bacteria and fungi are decomposers, and play a pivotal role in the nitrogen and carbon cycles.
The energy is passed on from trophic level to trophic level and each time about 90% of the energy is lost, with some being lost as heat into the environment (an effect of respiration) and some being lost as incompletely digested food (egesta). Therefore, primary consumers get about 10% of the energy produced by autotrophs, while secondary consumers get 1% and tertiary consumers get 0.1%. This means the top consumer of a food chain receives the least energy, as a lot of the food chain's energy has been lost between trophic levels. This loss of energy at each level limits typical food chains to only four to six links.
Ecosystem energyflow with qs
1. The document describes energy flow through ecosystems, including food chains, food webs, and energy pyramids.
2. Energy from the sun is stored by producers like plants through photosynthesis and used to make glucose, which is then stored. Consumers that eat producers or other consumers get energy by consuming them.
3. As energy moves through food chains and webs, most is used at each level but some is lost as heat, with decreasing amounts available at higher levels of consumption like secondary and tertiary consumers. This is illustrated through energy pyramids.
pre-AP Bio Chapter 3 part 1
Ecology is the scientific study of interactions between organisms and their environment. It examines how biotic factors like other living things and abiotic non-living factors influence ecosystems. Ecologists use observation, experimentation, and modeling to study organisms, populations, communities, ecosystems, biomes, and the biosphere.
Energy flow
This document discusses energy flow through ecosystems. It begins by explaining photosynthesis and how plants use energy from the sun to produce glucose from carbon dioxide and water. Producers, like plants, use this energy primarily for themselves through cellular respiration. Consumers cannot produce their own energy and obtain it by eating producers or other consumers. This transfer of energy between trophic levels can be represented by food chains or energy pyramids, which show that the amount of available energy decreases at each level. Food webs illustrate the complex interconnected feeding relationships between organisms in an ecosystem.
Energy flow in ecosystems
1) Energy from the sun is captured by producers like plants through photosynthesis and converted into chemical energy stored in organic molecules. 2) Primary consumers, like herbivores, obtain this energy by consuming producers. Secondary consumers eat primary consumers. 3) Energy is lost at each trophic level, with only about 10% transferred between levels. This limits the length of food chains and the number of organisms an ecosystem can support.
chmsc lab. school science 6 - food energy pyramid
The food energy pyramid consists of four levels that categorize organisms based on their role in the ecosystem's energy flow. Producers such as plants are at the base of the pyramid as they produce their own food through photosynthesis. Primary consumers (herbivores) that eat plants are the next level. Secondary consumers (carnivores) that eat herbivores are above them. Tertiary consumers (top carnivores) that eat other carnivores are at the apex of the pyramid and exist in the lowest numbers.
Mreže i lanci ishrane
Životna zajednica, biocenoza, i odnosi ishrane.
Izuzetno slikovita prezentacija sa velikim brojem slika i primera lanaca i mreža ishrane.
Food Chains and Food Webs (PowerPoint)
This document discusses food chains and food webs. It explains that a food chain begins with an energy source like a producer and is made up of different trophic levels including producers, primary consumers, secondary consumers, and tertiary consumers. Producers make their own food, primary consumers eat plants, secondary consumers eat herbivores, and tertiary consumers eat other carnivores.
Food Chains & Food Webs
A food chain depicts a linear pathway of organisms transferring energy as one organism eats another. A food web illustrates a more complex network of interconnected food chains within an ecosystem. An energy pyramid visually represents the decrease in biomass and increase in trophic levels from producers to primary, secondary and tertiary consumers.
Food Chains And Food Webs
Food chains and food webs describe how energy moves through an ecosystem. A food chain represents a single path of energy transfer between organisms, such as from berries to rabbits to foxes. A food web shows multiple interconnected food chains and demonstrates that most organisms obtain energy from many different sources. Producers, like plants, capture energy from the sun to start the process, while consumers obtain energy by eating other organisms, and decomposers break down waste to recycle nutrients and energy back into the system.
K to 12 - Grade 8 Science Learner Module
1) Students conducted an experiment to determine the relationship between force and acceleration by pulling a cart with varying numbers of rubber bands (1, 2, 3, 4) and measuring the cart's acceleration using a ticker tape timer.
2) Analysis of the ticker tape charts showed that as the number of rubber bands increased, representing greater force, the length of the strips increased, indicating higher average velocity over time intervals.
3) This demonstrated a direct relationship between the net force acting on an object and its acceleration, as described by Newton's second law of motion.
Mr. D's Shower Show
This document celebrates the birth of a baby girl named Maggie Grace Dennis on October 10, 2010. It also includes photos and references to Maggie's father, Mr. Dennis, from when he was a baby and young child, showing his progression from "Baby Mr. Dennis" to "Little Mr. Dennis" to just "Mr. Dennis." The document expresses how cute Mr. Dennis was as a baby and hints that he may have been a fan of the Villanova Wildcats sports team.
Agenda 5 6
This document provides instructions for a student to print out and complete a biome pamphlet homework assignment. It lists the assignment as a "Biomes Pamphlet" and encourages the student to take advantage of an "EARLY BIRD SPECIAL" by printing and finishing the assignment today. No other group work is mentioned.
Agenda 5 5
This document provides instructions for a student to print a biome pamphlet homework assignment. It lists "Biome Pamphlet" under the agenda and notes an "EARLY BIRD SPECIAL" discount for printing it tomorrow. It also asks if there is any group work required in addition to the individual biome pamphlet assignment.
Agenda 5 4
This document provides homework assignments for students, including finishing a biomes coloring map, researching three biomes using a worksheet, and completing a biomes pamphlet packet. The agenda outlines finishing assignments on biome maps and worksheets as well as working on a pamphlet. No group work is listed as homework.
Agenda 4 29
This document provides an agenda for a class that includes coloring a biomes map and selecting biomes, with materials including a pen/pencil, colored pencils if available, and textbook page 48. Homework assigned is to finish a section on secondary succession.
Agenda 4 28
Students are asked to finish their secondary succession homework from the previous day by completing a worksheet on the topic and drawing diagrams using colored pencils if available. The agenda is to finish work on primary succession and organize and draw diagrams related to secondary succession.
Water cycle click thru
The water cycle describes how water is distributed and circulates between the atmosphere, land, and oceans. Water evaporates from the surface of oceans, lakes, and vegetation and forms water vapor in the atmosphere. Water vapor condenses to form clouds and precipitation, which falls back to Earth as rain or snow and collects in lakes, rivers, and groundwater or soils before returning to the oceans, completing the cycle.
Design your own water cycle
The document instructs the reader to design their own water cycle diagram using words, pictures and arrows. It lists elements that must be included such as pictures of water storage areas and words related to the water cycle like evaporation, precipitation, transpiration, groundwater, runoff, infiltration and condensation. The reader is directed to page 30 for additional help in completing the diagram.
Agenda 4 16
The document outlines an agenda for an activity where students will design their own water cycle and various water cycle activities. It also notes that designing their own water cycle is due on Friday and reminds students to bring a snack.
Agenda 4 19
The document provides an agenda for a class that includes learning about the EPA Carbon Cycle from an online resource and notes there is no homework assigned. It also lists some items to take out such as a pen/pencil and offers the option to design a water cycle if finished with weekend homework.
Agenda 4 22
The document lists items students should take out for school including a pen/pencil and assignment book. It also lists an agenda item for Earth Day 2010 on 4/22/2010 and mentions homework. Finally, it offers optional extra credit for students who bring a trashless lunch to class by Monday and specifies which periods should bring it to the teacher during homeroom.
Agenda 4 21
This document provides an agenda for a class that includes watching an animation on the nitrogen cycle, completing a nitrogen cycle passport, diagramming the nitrogen cycle, and lists optional extra credit of bringing a trashless lunch on Monday.
Agenda 4 20
This document provides an agenda for an ecology class that includes reviewing the carbon cycle from a previous worksheet, watching an animation on the nitrogen cycle, completing a nitrogen cycle passport activity, and viewing an online resource about ecology. There is no homework assigned.
Agenda 4 23
The document provides an agenda for a class that includes learning about the nitrogen cycle by moving around the room and finishing a worksheet on plants, with optional extra credit for bringing a trashless lunch by Monday and turning it in during homeroom.
Agenda 4 1
The document is an agenda for a class that includes finishing a reading assignment on symbiosis and answering questions, followed by watching two educational videos about unusual animal behaviors and parasites.
Agenda 4 12
The document appears to be an agenda or schedule for a class that will discuss the water cycle on pages 30 of an assignment book, include designing their own water cycle, and reminds students to bring a snack for the class. The homework is listed as simple and the water cycle is described as clean and easy.
More Related Content
Viewers also liked
Mreže i lanci ishrane
Životna zajednica, biocenoza, i odnosi ishrane.
Izuzetno slikovita prezentacija sa velikim brojem slika i primera lanaca i mreža ishrane.
Food Chains and Food Webs (PowerPoint)
This document discusses food chains and food webs. It explains that a food chain begins with an energy source like a producer and is made up of different trophic levels including producers, primary consumers, secondary consumers, and tertiary consumers. Producers make their own food, primary consumers eat plants, secondary consumers eat herbivores, and tertiary consumers eat other carnivores.
Food Chains & Food Webs
A food chain depicts a linear pathway of organisms transferring energy as one organism eats another. A food web illustrates a more complex network of interconnected food chains within an ecosystem. An energy pyramid visually represents the decrease in biomass and increase in trophic levels from producers to primary, secondary and tertiary consumers.
Food Chains And Food Webs
Food chains and food webs describe how energy moves through an ecosystem. A food chain represents a single path of energy transfer between organisms, such as from berries to rabbits to foxes. A food web shows multiple interconnected food chains and demonstrates that most organisms obtain energy from many different sources. Producers, like plants, capture energy from the sun to start the process, while consumers obtain energy by eating other organisms, and decomposers break down waste to recycle nutrients and energy back into the system.
K to 12 - Grade 8 Science Learner Module
1) Students conducted an experiment to determine the relationship between force and acceleration by pulling a cart with varying numbers of rubber bands (1, 2, 3, 4) and measuring the cart's acceleration using a ticker tape timer.
2) Analysis of the ticker tape charts showed that as the number of rubber bands increased, representing greater force, the length of the strips increased, indicating higher average velocity over time intervals.
3) This demonstrated a direct relationship between the net force acting on an object and its acceleration, as described by Newton's second law of motion.
Viewers also liked (6)
More from CBSD - 7th Grade Science
Mr. D's Shower Show
This document celebrates the birth of a baby girl named Maggie Grace Dennis on October 10, 2010. It also includes photos and references to Maggie's father, Mr. Dennis, from when he was a baby and young child, showing his progression from "Baby Mr. Dennis" to "Little Mr. Dennis" to just "Mr. Dennis." The document expresses how cute Mr. Dennis was as a baby and hints that he may have been a fan of the Villanova Wildcats sports team.
Agenda 5 6
This document provides instructions for a student to print out and complete a biome pamphlet homework assignment. It lists the assignment as a "Biomes Pamphlet" and encourages the student to take advantage of an "EARLY BIRD SPECIAL" by printing and finishing the assignment today. No other group work is mentioned.
Agenda 5 5
This document provides instructions for a student to print a biome pamphlet homework assignment. It lists "Biome Pamphlet" under the agenda and notes an "EARLY BIRD SPECIAL" discount for printing it tomorrow. It also asks if there is any group work required in addition to the individual biome pamphlet assignment.
Agenda 5 4
This document provides homework assignments for students, including finishing a biomes coloring map, researching three biomes using a worksheet, and completing a biomes pamphlet packet. The agenda outlines finishing assignments on biome maps and worksheets as well as working on a pamphlet. No group work is listed as homework.
Agenda 4 29
This document provides an agenda for a class that includes coloring a biomes map and selecting biomes, with materials including a pen/pencil, colored pencils if available, and textbook page 48. Homework assigned is to finish a section on secondary succession.
Agenda 4 28
Students are asked to finish their secondary succession homework from the previous day by completing a worksheet on the topic and drawing diagrams using colored pencils if available. The agenda is to finish work on primary succession and organize and draw diagrams related to secondary succession.
Water cycle click thru
The water cycle describes how water is distributed and circulates between the atmosphere, land, and oceans. Water evaporates from the surface of oceans, lakes, and vegetation and forms water vapor in the atmosphere. Water vapor condenses to form clouds and precipitation, which falls back to Earth as rain or snow and collects in lakes, rivers, and groundwater or soils before returning to the oceans, completing the cycle.
Design your own water cycle
The document instructs the reader to design their own water cycle diagram using words, pictures and arrows. It lists elements that must be included such as pictures of water storage areas and words related to the water cycle like evaporation, precipitation, transpiration, groundwater, runoff, infiltration and condensation. The reader is directed to page 30 for additional help in completing the diagram.
Agenda 4 16
The document outlines an agenda for an activity where students will design their own water cycle and various water cycle activities. It also notes that designing their own water cycle is due on Friday and reminds students to bring a snack.
Agenda 4 19
The document provides an agenda for a class that includes learning about the EPA Carbon Cycle from an online resource and notes there is no homework assigned. It also lists some items to take out such as a pen/pencil and offers the option to design a water cycle if finished with weekend homework.
Agenda 4 22
The document lists items students should take out for school including a pen/pencil and assignment book. It also lists an agenda item for Earth Day 2010 on 4/22/2010 and mentions homework. Finally, it offers optional extra credit for students who bring a trashless lunch to class by Monday and specifies which periods should bring it to the teacher during homeroom.
Agenda 4 21
This document provides an agenda for a class that includes watching an animation on the nitrogen cycle, completing a nitrogen cycle passport, diagramming the nitrogen cycle, and lists optional extra credit of bringing a trashless lunch on Monday.
Agenda 4 20
This document provides an agenda for an ecology class that includes reviewing the carbon cycle from a previous worksheet, watching an animation on the nitrogen cycle, completing a nitrogen cycle passport activity, and viewing an online resource about ecology. There is no homework assigned.
Agenda 4 23
The document provides an agenda for a class that includes learning about the nitrogen cycle by moving around the room and finishing a worksheet on plants, with optional extra credit for bringing a trashless lunch by Monday and turning it in during homeroom.
Agenda 4 1
The document is an agenda for a class that includes finishing a reading assignment on symbiosis and answering questions, followed by watching two educational videos about unusual animal behaviors and parasites.
Agenda 4 12
The document appears to be an agenda or schedule for a class that will discuss the water cycle on pages 30 of an assignment book, include designing their own water cycle, and reminds students to bring a snack for the class. The homework is listed as simple and the water cycle is described as clean and easy.
Crazy Cuckoos!
Parasitism describes a symbiotic relationship where one organism, the parasite, benefits while harming the other, the host. Common human parasites include ticks, tapeworms, and roundworms. Cuckoos are avian brood parasites that lay their eggs in the nests of other bird species like reed warblers. The cuckoo chick then evicts the host's eggs and chicks from the nest to monopolize all food from the host parents.
Animal Relationships
Predators like lions have adaptations for hunting like speed, claws and sharp teeth. Prey animals have camouflage and mimicry to avoid detection from predators. This document discusses the adaptations predators and prey have developed to hunt or avoid being hunted in the wild.
Symbiotic Relationships A Rticles
Symbiosis and Cuckoo article discusses symbiotic relationships and cuckoo birds. It encourages readers to annotate what they already know, important information, points of confusion, and anything that contradicts previous knowledge while reading the article. The annotations help readers identify key points and better understand the content.
Agenda 3 31
Mr. Dennis' classes are scheduled to meet in the library today. A note indicates that all of Mr. Dennis' classes will be held in the library on March 31, 2010 rather than their usual classrooms. The brief message effectively communicates to students where to find their classes for that date.
More from CBSD - 7th Grade Science (20)
Energy Pyramids
- 1. Page 11
- 2. Energy Pyramid p.11 Page 11
- 3. Energy Pyramid Organisms USE energy which means there is less available the higher up you go!
- 4. Food Pyramid Less “good energy” as you go up the scale You should eat more of the things at the bottom than the top
- 5. Please answer on your sheet of paper Would it be “healthy” to eat by an inverted Food Pyramid? Why or Why not? Would it be healthy for an ecosystem to have an inverted Energy Pyramid? Why or Why Not?
- 6. Math Break page 11 C B A 10,000 units of Energy