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Edexcel biology for_a2

  1. 1. EdexcelBiologyC J Clegg for A2
  2. 2.Although every effort has been made to ensure that website addresses are correct at time of going to press, HodderEducation cannot be held responsible for the content of any website mentioned in this book. It is sometimes possible tofind a relocated web page by typing in the address of the home page for a website in the URL window of your browser.Hachette UK’s policy is to use papers that are natural, renewable and recyclable products and made from wood grown insustainable forests. The logging and manufacturing processes are expected to conform to the environmental regulations ofthe country of origin.Orders: please contact Bookpoint Ltd, 130 Milton Park, Abingdon, Oxon OX14 4SB. Telephone: (44) 01235 827720.Fax: (44) 01235 400454. Lines are open 9.00–5.00, Monday to Saturday, with a 24-hour message answering service. Visitour website at www.hoddereducation.co.uk© C.J. Clegg 2009First published in 2009 byHodder Education,An Hachette UK Company338 Euston RoadLondon NW1 3BHImpression number 5 4 3 2 1Year 2012 2011 2010 2009All rights reserved. Apart from any use permitted under UK copyright law, no part of this publication may be reproducedor transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or heldwithin any information storage and retrieval system, without permission in writing from the publisher or under licencefrom the Copyright Licensing Agency Limited. Further details of such licences (for reprographic reproduction) may beobtained from the Copyright Licensing Agency Limited, Saffron House, 6–10 Kirby Street, London EC1N 8TS.Cover photo STEVE GSCHMEISSNER/SCIENCE PHOTO LIBRARYIllustrations by Oxford Designers and IllustratorsTypeset in 10pt Goudy by Fakenham Photosetting Ltd, Fakenham, NorfolkPrinted in ItalyA catalogue record for this title is available from the British LibraryISBN: 978 0 340 96780 5
  3. 3.Author’s acknowledgementsTo all the known and unknown experimental scientists, naturalists, teachers, illustrators andwriters who have influenced my own understanding, I gladly acknowledge my debt. I have had the benefit of advice and insights on the specific requirements of the new EdexcelSpecification from Mr Ed Lees, previously Head of Sixth Form at The Ridgeway School,Wroughton, and Principal Examiner and Principal Moderator for Edexcel. As an experiencedteacher of biology, his perceptive observations on the content and approach of the manuscript asa whole were invaluable. On particular aspects of the Edexcel A2 Biology Specification, I have had the advantage ofinsights from experts whose specialist advice was much appreciated:I Professor Chris Stringer FRS, Research Leader in Human Origins, Palaeontology Department, Natural History Museum, concerning an application of CAT scanningI Dr Michael Dockery, Education Officer, Association for the Study of Animal Behaviour, Manchester Metropolitan University, concerning the core practicals on animal behaviour and physiology.I am indebted to Dr Neil Millar of Heckmondwike Grammar School, Kirklees, West Yorkshire,for creating the appendix Handling Data for A2 Biology to meet the specific requirements of A2Biology students (available via Dynamic Learning). Nevertheless, any remaining inaccuracies are my sole responsibility. I hope readers will writeto point out any faults they find. At Hodder Education, the skill and patience of Katie Mackenzie Stuart (Science Publisher),Helen Townson (Designer), Andreas Schindler (Picture Research), the team who createdHodder’s Dynamic Learning facility, and my Freelance Editor Gina Walker have combined tobring together text, illustrations and other materials as I have wished, and I am most grateful tothem.Dr Chris CleggSalisbury, Wiltshire, May, 2009Practical workIn this text and the accompanying Dynamic Learning resources, there are suggestions for practicalwork which teachers might like students to perform. Detailed procedures can be found in othertexts. Since 1989, risk assessment has been required by law, initially by the Control of SubstancesHazardous to Health (COSHH) Regulations but now by several sets of legislation, including theManagement of Health and the Personal Protective Equipment (PPE) Regulations. All of thesecome under the umbrella of the Health and Safety at Work etc. Act. However, from a practicalpoint of view, it matters little under which regulations a risk assessment is to be carried out, so thatthe requirement can be summed up as follows: A risk assessment is needed for any activity in which there is a significant hazard, whether carried out by pupils, teachers or technicians.For those schools that subscribe to CLEAPSS (www.cleapss.org.uk) either through their LocalAuthority or as Independant members, they should consult CLEAPSS publications or contactCLEAPSS directly on the Helpline. It is advisable that a science safety policy for eachestablishment is written for the benefit of teachers and technicians (see Guide L196 and guideL223). A risk assessment must be made for any work where students are the subject of an investigation(e.g. recording heartbeats), where microorganisms are involved (see section 15 of the Handbook)or where chemicals are handled (use Hazcards).
  4. 4.Photo creditsThe Publishers would like to thank the following for permission to reproduce copyright material:p. 2, Dr Kari Lounatmaa/Science Photo Library; p. 3, Dr Kenneth R. Miller/Science Photo Library; p. 19 br, Dr C.J.Clegg; p. 19 tr, Martin Harvey/NHPA; p. 19 tl, Rod Planck/NHPA; p. 19 bl, Rod Preston-Mafham/premaphotos.comAll rights reserved; p. 20, Dr C.J. Clegg; p. 33, Jeremy Thomas/Natural Visions; p. 42 both, Dr C.J. Clegg; p. 43, DrC.J. Clegg; p. 44 l, © Owen Franken/Corbis; p. 44 r, Nick Garbutt/NHPA; p. 46, Nina Leen/Time Life Pictures/GettyImages; p. 54, Dr C.J. Clegg; p. 69, David Parker/Science Photo Library; p. 71, Kwangshin Kim/Science Photo Library;p. 73 br, Nigel Cattlin/FLPA; p. 73 bl, Holt Studios/FLPA; p. 73 tl, Barry Dowsett/Science Photo Library; p. 76, AlexRakosy/Custom Medical Sock/Science Photo Library; p. 77 t, Matt Meadows/ Peter Arnold/Science Photo Library; p. 77 b, Simon Fraser/Science Photo Library; p. 79 b, NIBSC/Science Photo Library; p. 79 t, Eye of science/SciencePhoto Library; p. 81, © Gene Cox; p. 88, Dr Linda Stannard, UCT/Science Photo Library; p. 103 t, © Gene Cox;p. 103 b, University of Aberdeen/Mediscan; p. 104, Biology Media/Science Photo Library; p. 105 both, BiophotoAssociates; p. 107, Dr Gladden Willis/Getty Images; p. 109 l, Andrew Lambert/Science Photo Library; p. 109 r,Gustoimages/Science Photo Library; p. 117 bl, Heather Angel/Natural Visions; p. 117 tl, Heather Angel/NaturalVisions; p. 117 br, A.N.T. Photo/NHPA; p. 117 tm, Laurie Campbell/NHPA; p. 117 tr, Tomas Friedman/Science PhotoLibrary; p. 118, Nickel-Electro Ltd; p. 128, Simon Fraser Hexham General/Science Photo Library; p. 134, SciencePhoto Library; p. 135, Princess Margaret Rose Orthopaedic Hospital/Science Photo Library; p. 136, Science PhotoLibrary; p. 145, Prof S. Cinti/Science Photo Library; p. 148, © Gene Cox; p. 149, © Gene Cox; p. 152, © Gene Cox;p. 153, © Gene Cox; p. 154, © Gene Cox; p. 159, Omikron/Science Photo Library; p. 161, Alfred Pasieka/SciencePhoto Library; p. 162 both, © Prof. Robert Turner, Department of Neurophysics; Max-Planck-Institute for HumanCognitive and Brain Sciences; p. 168, The Image Works/TopFoto; p. 174, Science Photo Library; p. 176, Old Man inSorrow (On the Threshold of Eternity) 1890 (oil on canvas) by Gogh, Vincent van (1853-90); Rijksmuseum Kroller-Muller, Otterlo, Netherlands/ The Bridgeman Art Library; p. 181, Nigel Cattlin/FLPA; p. 190, CC Studio/SciencePhoto Library.l = left; r = right; t = top; b = bottom; m = middleAcknowledgementsThe Publishers wish to thank the following for permission to reprint copyright material in this book, as listed below:Figure 5.28: Autumn crocus, an historic record of changing distribution – adapted from F.H. Perring and S.M. Walters(1976) Atlas of the British Flora, E P Publishing Ltd; Figure 5.31: The temperature tolerance of four groups of bacteria –adapted from page 148, Figure 5.13, in M.T. Madigan, J.M. Martiko and J. Parker (2000) Brock Biology of Microorganisms(9th Edition) Prentice Hall International Inc; Figure 5.39: Birth weight and infant mortality, a case of stabilisingselection – data from R.J. Berry (1977) The New Naturalist Inheritance and Natural History, HarperCollins; page 55: Extractfrom F. Crick (1988) What Mad Pursuits – a Personal View of Scientific Discovery, Penguin Books; Figure 6.32: Theincreasing incidence of MRSA – data from the Health Protection Agency; Figure 6.33: Extract taken from an article byLois Rogers, ‘Superbug deaths at 10,000 a year’, appearing in The Sunday Times, 23 March 2008; page 91: Table 6.6 –data from Clinical infectious diseases, vol 38, p179 (as reported in New Scientist 29 September 2007, page 38); Figure 6.34:Graph of human body temperature – adapted from J.H. Green (1963) An Introduction to Human Physiology, OxfordUniversity Press; Figure 6.36: The effect of temperature on egg development in Calliphora vicina – adapted from K.G.V.Smith (1986) A Manual of Forensic Entomology, Trustees of the British Museum (Natural History); Figure 6.37: Theeffect of temperature on larval and pupal development in Calliphora vicina – adapted from K.G.V. Smith (1986) A Manualof Forensic Entomology, Trustees of the British Museum (Natural History); Figure 7.29: Respiratory response to exercise –adapted from K. Weston, N. Wiggins-James, G. Thompson and S. Hartigan (2005) Sport and PE (3rd Edition) HodderArnold; page 131: Table 7.5 – data from page 347 in W.D. McArdle, F.I. Katch, V.L. Katch (1999) Exercise Physiology(5th Edition) Lippincott, Williams and Wilkins; Figure 7.33: The intensity of physical activity and susceptibility toURTIs – data from D.C. Nieman (1994) ‘Exercise, upper respiratory track infection and the immune system’, in Med. Sci.Sports Exerc. 26, 128; Figure 7.39: Drug testing and incidence of detected doping at the Olympics – adapted from anarticle by Owen Slot, ‘The dancing entertainer Bolt runs away with his second gold’, appearing in The Times, 21 August2008; Figure 8.30: Extract taken from an article by Frances Gibb, Legal Editor, ‘You can’t trust a witness’s memory,experts tell courts’, appearing in The Times, 11 July 2008; Figure 8.31: The sea slug and the neurones serving the gills –adapted from G. Scott (2004) Essential Animal Behaviour, Blackwell; Figure 8.32: Stimulations of Aplysia that result ingill withdrawal – adapted from G. Scott (2004) Essential Animal Behaviour, Blackwell.Every effort has been made to establish copyright and contact copyright holders prior to publication. If contacted, thePublishers will be pleased to rectify any omissions or errors at the earliest opportunity.
  5. 5.ContentsIntroduction vi5 On the wild side5.1 Autotrophic nutrition, the basis of plant productivity 15.2 Ecology – interdependence of organism and environment 125.3 Humans and the environment – the global warming issue 285.4 Evolution and speciation – modern evidence 386 Infections, immunity and forensics6.1 DNA, the genetic code and protein synthesis 556.2 Introducing micro-organisms 706.3 Responses to infection 806.4 Forensic science 927 Run for your life7.1 Support, movement and locomotion 997.2 Energy transfer 1087.3 Maintenance of the body – at rest, and in activity 1167.4 Exercise – its effects on body performance 1308 Grey matter8.1 The nervous system and sense organs 1398.2 The brain and learning 1578.3 Plants and sensitivity 1808.4 Developments in modern genetics 186Answers to self-assessment questions (SAQs) 193Index 200Topic tests and a comprehensive glossary are available via Dynamic Learning, along withActivities, How science works (HSW) inputs and A* Extensions, Answers to SAQs and twoAppendices: Background Chemistry for Biologists and Handling Data for A2 Biology.Details of how to register for access to Dynamic Learning are given on the final page of this ebook.(To access these resources in Dynamic Learning, use the ‘search’ tool, whose icon appears at theleft end of the task bar. Type your requirements in the box and click ‘go’. The resources are alsoaccessible via pop-up boxes on relevant pages.)
  6. 6.IntroductionEdexcel Biology for A2 is designed to deliver the learning outcomes of the ‘concept’ approach ofthe Edexcel Specification for GCE Biology. The intentions are to:I extend your knowledge of Advanced Biology and develop the skills needed to use it – the structure of the Edexcel Specification emphasises how the distinctive areas of biology relate to each otherI further your understanding of scientific methods, their historic development and current application in biology – this aspect is conveniently summarised as How science worksI sustain and develop a life-long interest in, and enjoyment of, the study of the living world, whether or not you choose to study biology further and develop a career interest involving biological sciencesI highlight the value of biology to modern industry and the economy in general, together with the challenges that arise as society makes decisions about biologically related issues using contemporary ethical frameworks.How does Edexcel Biology for A2 relate to your final assessments, leading to a GCE in AdvancedBiology? Let’s take a look at the Edexcel A2 Assessment Requirements, summarised in this table.Focus and method of assessment Contribution to the A2 markOne written examination on the learning outcomes of Unit 4 – discussed in Chapter 5 On 40% of the totalthe wild side and Chapter 6 Infections, immunity and forensics, which also cover relatedHow science works issues, together with practical-related questions.One written examination on the learning outcomes of Unit 5 – discussed in Chapter 7 Run 40% of the totalfor your life and Chapter 8 Grey matter, which also cover How science works issues, andpractical-related questions.Here, one third of the marks are related to specified pre-released reading.A written report on your Individual Investigation. Here, synoptic assessment is included. 20% of the total(Details of the Individual Investigation are given in the Edexcel Specification – you will findthem in Practical Biology and Investigative Skills – Unit 6.)Note: The total Advanced GCE mark will be the sum of 50% of the AS marks and 50% of the A2 marks awarded.Edexcel Biology for A2 meets these assessment requirements through a host of features.I Chapters respond to the learning objectives of the topics, more-or-less in sequence. They are written in straightforward language, building on the knowledge, skills and attitudes you have developed during your study of Edexcel Biology for AS.I The text is closely complemented by the selection and positioning of photographs, electron micrographs and full-colour illustrations, linked by annotations, all designed to elaborate the context, function or application of the subject matter.I Since biology is generally recognised as having a demanding vocabulary, essential terms are explained as they arise, and reminders are given in the glossary.I Self-assessment questions that support your understanding, or guide you to research interconnecting ideas, are present throughout the chapters.I A topic test (with mark scheme provided) for the contents of each chapter supports your revision. (The Edexcel website also provides sample assessment materials – www.edexcel.com/gce2008.)I Development of your practical skills throughout the course experience is facilitated by the core practicals. In Edexcel Biology for A2 these are integrated with theoretical issues and linked to How science works inputs. Your teacher will arrange for you to undertake all these practicals, and the skills you develop will underpin your Individual Investigation. (The Edexcel website details what is involved here, including the assessment criteria and exemplar materials.)
  7. 7.Introduction viiThroughout the text, additional resources are flagged, accessed via the interactive pages of theDynamic Learning materials.Details of how to register for access to Dynamic Learning are given on the final page of this ebook.Activities A selection of demonstrations, ideas for investigations, further reading sources, web references, and pencil-and-paper tasks that challenge understanding – some of the wider reading activities are adapted to provide first-hand experience of the type of longer question you will meet in Unit Test 5 on pre-released material.How science works These inputs focus your attention on specific HSW Criteria illustrated by issues in the text. Of course, HSW issues arise widely within the learning objectives, especially in those involving practical work.A* Extensions More challenging material, experience of which enhances your ability to apply knowledge and demonstrate higher-level HSW skills. Remember, A* grades are awarded on performance in the Unit Tests – no extra content is required or examined.Available via the Dynamic Learning materials are the glossary, the four topic tests, and twoappendices:1 Background Chemistry for Biologists2 Handling Data for A2 Biology, written by Guest Author Dr Neil Millar – here Dr Millar introduces his unique statistical package Merlin, created for biology students, which is made freely available for educational and non-profit use.Other features supportive of active learning are also available via the Dynamic Learningfacilities for Edexcel Biology for A2.
  8. 8.Using the Dynamic Learning resources To access Activities, How Science Works Click on a Figure to enlarge it in a pop-up resources and A* Extension materials, window. Then you can zoom into any part, move the cursor over the yellow box in the and drag around the piece using the cursor. margin, and left click. The text appears in You can save illustrations or photographs a pop-up window – click on the PDF icon to your own folders, by clicking on the icons in the top left corner to open the resource. in the top left corner. The Resources The Toolbox allows Menu shows all you to annotate theClicking on a blue the resources pages, and save aself-assessment associated with the snapshot of yourquestion panel pages in view. work.opens the text ina pop-upwindow. Whenyou have had a Search the whole DL environment, bychance to answer keyword, subject area, title, or resourcethe question, click type. You can access the topic tests,on the PDF icon glossary and appendices in this way too.to open theanswers, andcheck your work. You can save and organise any When you click on a paragraph DL resource in your own of text, it appears enlarged in a folders, using My Work. pop-up window.
  9. 9.5 On the wild side STARTING POINTS I Green plants manufacture glucose by photosynthesis in their chloroplasts, using energy from sunlight. I Organisms require energy to maintain cells and carry out their activities and functions. Cell respiration occurs in every living cell, making energy available by oxidation of glucose. I Chemical energy stored in the biomass of green plants is transferred to other organisms during feeding, but eventually returns to the environment as heat. I Ecology is the study of living things in their environment. Interactions with other organisms, and with the non-living parts of the environment, affect where organisms live and the sizes of their populations. I The world human population is very large. Our lifestyles and the industries that support them cause pollution of Earth’s atmosphere, land, lakes and oceans. Biodiversity is reduced as a result of the changes our numbers and activities inflict on ecosystems. I Evolution is the development of life in geological time since its beginnings about 3500 million years ago. Evolution occurs by natural selection. I 5.1 Autotrophic nutrition, the basis of plant productivity Green plants use the energy of sunlight to produce sugars from the inorganic raw materials carbon dioxide and water, by a process called photosynthesis. The waste product is oxygen. Photosynthesis occurs in plant cells containing chloroplasts – typically, these are found mainly in the leaves of green plants. Here, light energy is trapped by the green pigment chlorophyll, and becomes the chemical energy in molecules such as glucose and ATP. (Note that we say light energy is transferred to organic compounds in photosynthesis, rather than talking of the ‘conversion’ of energy, although the latter term was used widely at one time.) Sugar formed in photosynthesis may temporarily be stored as starch, but sooner or later most is used in metabolism. For example, plants manufacture other carbohydrates, together with lipids,Activity 5.1: The leaf proteins, growth factors, and all other metabolites they require. For this they need, in addition,as a factory for certain mineral ions, which are absorbed from the soil solution. Figure 5.1 (overleaf) is aphotosynthesis summary of photosynthesis and its place in plant metabolism. Chloroplasts – site of photosynthesis Just as the mitochondria are the site of many of the reactions of respiration (Biology for AS, page 102, Figure 3.5), so the chloroplasts are the organelles where the reactions of photosynthesis occur. Remember, chloroplasts are members of a group of organelles called plastids. (Amyloplasts, where starch is stored, are also plastid – Biology for AS, page 144.) The chloroplast is one of the larger organelles found in plant cells, yet typically measures only 4–10 mm long and 2–3 mm wide. (A micrometre or micron, mm, is one-millionth of a millimetre.) Consequently, while chloroplasts can be seen in outline by light microscopy, for detail of fine structure (ultrastructure) electron microscopy is used. A transmission electron micrograph (TEM) showing chloroplasts can be produced from thin sections of mesophyll cells, specially prepared (Figure 5.2, overleaf).
  10. 10.2 ON THE WILD SIDE photosynthesis: a summary The process in the chloroplast can be summarised by the equation: carbon + water + LIGHT chlorophyll organic + oxygen dioxide ENERGY compounds, in chloroplast e.g. sugars raw materials energy products waste source product chlorophyll 6CO2 + 6H2O + light C6H12O6 + 6O2 the rest of in chloroplast the plant oxygen from the air plant nutrition: a summary oxygen energy from sunlight the leaf carbon doxide photosynthesis glucose in chloroplasts respiration carbon + water oxygen + glucose dioxide in leaf cells ions energy storage cellulose, and oxygen diffuses carbohydrates, other wall-forming carbon dioxide in air loss of water into the fats and waxes compounds vapour atmosphere vitamins, proteins, hormones ROOTS enzymes, and growth cytoplasm factors water ions actively absorbedFigure 5.1 Photosynthesis and its place in plant nutrition. TEM of thin section of chloroplasts (ϫ22 000) the process fresh leaf tissue1 Why must thin double membrane sections of mesophyll cells be specially prepared in order to into ‘fixing’ solution to kill cells and matrix view chloroplasts by harden cytoplasm in life-like position TEM? and stained using solutions of salts of stroma (electron-dense) heavy metal atoms e.g. osmium granum containing chlorophyll pigmentsActivity 5.2:Investigating the rate ofphotosynthesis tissue dehydrated and embedded in plastic resin sectioned on ultramicrotome with glass or diamond knife sections mounted on a copper grid for placing in the electron microscope Figure 5.2 The production of a TEM of chloroplasts.
  11. 11.5.1 Autotrophic nutrition, the basis of plant productivity 3 Ultrastructure of chloroplasts and the reactions of photosynthesis Examine the TEM of the chloroplasts in Figure 5.2, and the diagram in Figure 5.3. You will see that the chloroplast is contained by a double membrane. The outer membrane is a continuous boundary, but the inner membrane ‘intucks’ to form branching membranes called lamellae or thylakoids within the organelle. Some of the thylakoids are arranged in circular piles called grana. Here, the photosynthetic pigment chlorophyll is held. Between the grana, the lamellae are loosely arranged in an aqueous matrix, forming the stroma. chloroplast (diagrammatic view) matrix starch grains lipid droplets grana (stereogram) ribosomes lamellae of the stroma stroma granum double membraneTEM of the granum showingthylakoid membranes in whichchlorophyll pigments are held(ϫ38 000) thylakoid membrane of the grana chlorophyll pigments are contained in the grana, sandwiched between lipids and proteins of the thylakoid membranesFigure 5.3 The ultrastructure of a chloroplast. It turns out that photosynthesis consists of a complex set of reactions, which take place in illuminated chloroplasts (unsurprisingly). Biochemical studies by several teams of scientists have established that the many reactions by which light energy brings about the production of sugars, using the raw materials water and carbon dioxide, fall naturally into two inter-connected stages (Figure 5.4, overleaf). I In the light-dependent reactions, light energy is used directly to split water (a process known as ‘photolysis’, for obvious reasons). Hydrogen is then removed and retained by the photosynthetic-specific hydrogen acceptor, known as NADPϩ. (NADPϩ is very similar to the coenzyme NADϩ involved in respiration, but it carries an additional phosphate group, hence the abbreviation NADP – see A* Extension 5.2). At the same time, ATP is generated from ADP and phosphate, also using energy from light. This is known as photophosphorylation. Oxygen is given off as a waste product of the light-dependent reactions. This stage occurs in the grana of the chloroplasts. I In the light-independent reactions, sugars are built up using carbon dioxide. This stage occurs in the stroma of the chloroplast. Of course, the light-independent reactions require a continuous supply of the products of the light-dependent reactions (ATP and reduced hydrogen acceptor NADPH ϩ Hϩ), but do not directly involve light energy (hence the name). Names can be misleading, however, because sugar production is an integral part of photosynthesis, and photosynthesis is a process that is powered by transfer of light energy.
  12. 12.4 ON THE WILD SIDE photosynthesis light-dependent reactions light-independent reactionsin H2O CO2 in NADPH + H+ grana NADP+ stroma ATPout 1/ ADP + Pi 2O2 (CH2O) water split CO2 reduced carbohydratelightFigure 5.4 The two reactions of photosynthesis, inputs and outputs. We shall now consider each stage in turn, in order to understand more about how these complex changes are brought about. The light-dependent reactionsA* Extension 5.1: In the light-dependent stage, light energy is trapped by the photosynthetic pigment, chlorophyll.Finding out more about Chlorophyll molecules do not occur haphazardly in the grana. Rather, they are grouped togetherphotosynthesis in structures called photosystems, held in the thylakoid membranes of the grana (Figure 5.5). LIGHT absorbed many pigment molecules (chlorophyll and accessory pigments) energy funnelled to reaction centre thylakoid membrane excited electrons reaction centre of released from here chlorophyll a, and replaced by Figure 5.5 The structure absorbing energy low energy of photosystems. at 700 nm (photosystem I) (= ground-state) or at 680 nm (photosystem II) electrons In each photosystem, several hundred chlorophyll molecules plus accessory pigments (carotene and xanthophylls) are arranged. All these pigment molecules harvest light energy, and they funnel the energy to a single chlorophyll molecule in the photosystem, known as the reaction centre. The different pigments around the reaction centres absorb light energy of slightly different wavelengths. There are two types of photosystem present in the thylakoid membranes of the grana, identified by the wavelength of light that the chlorophyll of the reaction centre absorbs. I Photosystem I has a reaction centre activated by light of wavelength 700 nm. This reaction centre is also referred to as P700. I Photosystem II has a reaction centre activated by light of wavelength 680 nm. This reaction centre is also referred to as P680. Photosystems I and II have differing roles, as we shall see shortly. However, they occur grouped together in the thylakoid membranes of the grana, along with certain proteins that function quite specifically in one of the following roles:
  13. 13.5.1 Autotrophic nutrition, the basis of plant productivity 5 1 enzymes catalysing the splitting of water into hydrogen ions, electrons and oxygen atoms 2 enzymes catalysing the formation of ATP from ADP and phosphate (Pi) 3 enzymes catalysing the conversion of oxidised H-carrier (NADPϩ) to reduced carrier (NADPH ϩ Hϩ) 4 electron-carrier molecules (these are large proteins). When light energy reaches a reaction centre, ‘ground-state’ electrons in the key chlorophyll molecule are raised to an ‘excited’ state by the light energy received. As a result, high-energy electrons are released from this chlorophyll molecule, and these electrons bring about the2 Construct a table that identifies the role of biochemical changes of the light-dependent reactions (Figure 5.6). The spaces vacated by the each of the high-energy (excited) electrons are continuously refilled by non-excited or ‘ground-state’ electrons. components of We will examine this sequence of reactions in the two photosystems next. photosystems I and II. Firstly, the excited electrons from photosystem II are picked up by, and passed along, a chain of electron-carriers. As these excited electrons pass, some of the energy causes the pumping of hydrogen ions (protons) from the chloroplast’s matrix into the thylakoid spaces. Here they accumulate – incidentally, causing the pH to drop. The result is a proton gradient that is created across the thylakoid membrane, and which sustains the synthesis of ATP. This is an example of chemiosmosis (HSW 5.1). part of a chloroplast photosystems I and II work in tandem – receiving light energy, releasing excitedthylakoid electrons and replacing each lost electron by one in the ground state (photosystem IIspace pigments, carriers electrons come from split water; photosystem I electrons from photosystem II) and enzymes of the light-dependent reactionchloroplastmembranes granum NADP+ H+ + NADPH hydrogen ions (oxidised – – (referred to as e e + H+ H+ to stroma pumped across NADP) NADPH2) membrane for CO2 photosystem II using energy photosystem I ADP

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    + Pi ATP fixation from excited LIGHT LIGHT electrons electron electron in excited e– ATP synthetase in excited e– state (ATPase) state H+ H+ ions flow e– e– out through channel in ATPase P680 P700 causing catalysis e– e– of ATP formation energy for ATP passage of electron ground-state passage of electron H+ H+ synthesis comes water-splitting via electron-carrier electron via electron-carrier from electro- enzyme molecules molecules H+ H+ chemical gradient hydrogen ions in H+ ions built up H2O 2H+ + 2e– + 1/2 O2 H+ H+ H+ across thylakoid H+ thylakoid H+ membrane space thylakoid compartment thylakoid membrane stromalipid bilayer of fluidmosaic membraneFigure 5.6 The light-dependent reactions.

  14. 14.6 ON THE WILD SIDE As a result of these energy transfers, the excitation level of the electrons falls back to ‘ground state’ and they come to fill the vacancies in the reaction centre of photosystem I. Thus, electrons have been transferred from photosystem II to photosystem I. Meanwhile the ‘holes’ in the reaction centre of photosystem II are filled by electrons (in their ground state) from water molecules. In fact, the positively charged ‘vacancies’ in photosystem II are powerful enough to cause the splitting of water (photolysis), in the presence of a specific enzyme. The reaction this enzyme catalyses then triggers the release of hydrogen ions and oxygen atoms, as well as ground-state electrons. The oxygen atoms combine to form molecular oxygen, the waste product of photosynthesis.A* Extension 5.2: The The hydrogen ions are used in the reduction of NADPϩ (see below).source of oxygen in In the grana of the chloroplasts, the synthesis of ATP is coupled to electron transport via thephotosynthesis movement of protons by chemiosmosis. Here, the hydrogen ions trapped within the thylakoid space flow out via ATPase enzymes, down their electrochemical gradient. At the same time, ATP is synthesised from ADP and Pi. This is called photophosphorylation. We have seen that the excited electrons that eventually provide the energy for ATP synthesis originate from water. They fill the vacancies in the reaction centre of photosystem II, and are3 In non-cyclic subsequently moved on to the reaction centre in photosystem I. Finally, they are used to reduce photophosphorylation, deduce the ultimate NADPϩ. The photophosphorylation reaction in which they are involved is described as fate of electrons non-cyclic photophosphorylation, because the pathway of electrons is linear. displaced from the Secondly, the excited electrons from photosystem I are picked up by a different electron reaction centre of acceptor. Two at a time, they are passed to NADPϩ, which – with the addition of hydrogen ions photosystem II. from photolysis – is reduced to form NADPH ϩ Hϩ. By this sequence of reactions, repeated again and again at very great speed throughout every second of daylight, the products of the light-dependent reactions (ATP and NADPH ϩ Hϩ) areActivity 5.3: Studying formed.the light-dependent ATP and reduced NADP do not normally accumulate, however, as they are immediately usedreactions with isolated in the fixation of carbon dioxide in the surrounding stroma (in the light-independent reactions).chloroplasts (HSW Then the ADP and NADPϩ diffuse back into the grana for re-use in the light-dependentCriteria 4 and 5) reactions. ATP – the universal energy currency Energy made available within the cytoplasm may be transferred to a molecule called adenosine triphosphate (ATP). This substance occurs in all cells at a concentration of 0.5–2.5 mg cmϪ3. It is a relatively small, soluble organic molecule – a nucleotide with an unusual feature. It carries three phosphate groups linked together in a linear sequence (Figure 5.7). ATP is formed from adenosine diphosphate (ADP) and phosphate ion (Pi) by transfer of energy from other reactions. ATP is referred to as ‘energy currency’ because, like money, it can be used in different contexts, and it is constantly recycled. ATP contains a good deal of chemical energy locked up in its structure. What makes ATP special as a reservoir of stored chemical energy is its role as a common intermediate between energy-yielding reactions and energy- requiring reactions and processes. Energy-yielding reactions include the photophosphorylation reactions of photosynthesis discussed above, and of course many of the reactions of cell respiration. Energy-requiring reactions include the synthesis of cellulose from glucose, the synthesis of proteins from amino acids, and the contraction of muscle fibres. The free energy available in ATP is approximately 30–34 kJ molϪ1, made available in the presence of a specific enzyme. Some of this energy is lost as heat in a reaction, but much free energy is made available to do useful work, more than sufficient to drive a typical energy- requiring reaction of metabolism. I Sometimes ATP reacts with water (a hydrolysis reaction) and is converted to ADP and Pi. Direct hydrolysis of the terminal phosphate groups like this happens in muscle contraction, for example. I Mostly, ATP reacts with other metabolites and forms phosphorylated intermediates, making them more reactive in the process. The phosphate groups are released later, so both ADP and Pi become available for re-use as metabolism continues.
  15. 15.5.1 Autotrophic nutrition, the basis of plant productivity 7 NH2 adenosine triphosphate N O O– N O P O N O CH2 P O O P O– N O –O O– phosphate H H OH OH adenine phosphate phosphate ribose adenosine diphosphate role of ATP in metabolism: ADP + Pi (inorganic phosphate) energy released energy used in respiration (oxidative to drive metabolism, pump ions phosphorylation) across membranes, or cause or muscle fibres to contract ‘energy currency’ energy trapped in illuminated chloroplasts (photosynthetic phosphorylation) ATPFigure 5.7 The structure and role of ATP. In summary, ATP is a molecule universal to all living things; it is the source of energy forActivity 5.4:Mitochondria, and the chemical change in cells, tissues and organisms. The important features of ATP are that it can:role of ATP in protein I move easily within cells and organisms, by facilitated diffusionsynthesis I take part in many steps in cellular respiration and in very many reactions of metabolism I transfer energy in relatively small amounts, sufficient to drive individual reactions.HSW 5.1: Criteria 1 and The light-independent reactions11a – Chemiosmotic In the light-independent reactions, carbon dioxide is converted to carbohydrate. These reactionstheory occur in the stroma of the chloroplasts, surrounding the grana. Carbon dioxide readily diffusesActivity 5.5: Wider into the chloroplast where it is built up into sugars in a cyclic process called the Calvin cycle.reading – ‘The role ofATP in cells’ In the Calvin cycle, carbon dioxide is combined with an acceptor molecule in the presence of a special enzyme, ribulose bisphosphate carboxylase (rubisco for short). The stroma is packed fullA* Extension 5.3: of rubisco, which easily makes up the bulk of all the protein in a green plant. In fact, it is theCO2-limiting conditionsand cyclic most abundant enzyme present in the living world.photophosphorylation The acceptor molecule is a five-carbon sugar, ribulose bisphosphate (referred to as RuBP) and(HSW Criterion 2c) carbon dioxide is added in a process known as fixation (Figure 5.8, overleaf). The product is not a six-carbon sugar, but rather two molecules of a three-carbon compound, glycerate 3-phosphate (GP). GP is then reduced to form another three-carbon compound called glyceraldehyde4 Outline why ATP is an 3-phosphate (GALP). Some of the GALP is converted into the products of photosynthesis, efficient energy such as glucose, or amino acids and fatty acids. The glucose may be immediately respired, or currency molecule. stored as starch until required. But the bulk of GALP is converted to more acceptor molecule, enabling fixation of carbon dioxide to continue.
  16. 16.8 ON THE WILD SIDE chloroplast carbon dioxide granum stroma ADP + Pi ATP NADP+ NADP+ NADPH2 NADPH + H+ ATP reduction triose phosphate glycerate ADP + Pi products from the 3-phosphate (GP) light-dependent reactions C–C–C + C–C–C 2× a 3-carbon fixation compound rubisco product synthesis (CO2-fixation +C enzyme) a 1-carbon ribulose compound lipids amino sugars starch bisphosphate acids change in carbon C–C–C–C–C skeletons ADP + Pi a 5-carbon during fixation compound lipids amino sugars starch ATP acids regeneration translocated to rest of acceptor of plantFigure 5.8 The light-independent reactions in situ.Activity 5.6: Finding I Extension: Which intermediate is the acceptor molecule?out aboutphotosynthesis (HSW After it was established that the first product of carbon dioxide fixation in photosynthesis wasCriteria 1, 2, 3, 5, 6, 7 GP (a three-carbon compound), a two-carbon acceptor molecule for carbon dioxide was soughtand 8) by Calvin and his team. None was found, which caused some confusion. Eventually the acceptor proved to be a five-carbon molecule (ribulose bisphosphate) – when CO2 has combined, the six-carbon product immediately splits into two three-carbon GP molecules.A* Extension 5.4:Regeneration ofribulose bisphosphate –the Calvin cycle Photosynthesis and plant metabolism As we have seen, the first sugar produced in photosynthesis is a three-carbon compound, glycerate 3-phosphate (GP) (Figure 5.9). Some of this product is immediately converted into the acceptor molecule for more carbon dioxide fixation, by a pathway known as the Calvin cycle. The remainder is converted into the carbohydrate products of photosynthesis, mainly glucose and starch, or serves as intermediates that are the starting points for all the other metabolites the plant requires. By intermediates we mean all the substances of a metabolic pathway from which the end product is assembled. Glucose is also the substrate for respiration. By substrate we mean a molecule that is the starting point for a biochemical pathway, and a substance that forms a complex with an enzyme
  17. 17.5.1 Autotrophic nutrition, the basis of plant productivity 9 Figure 5.9 The path ofcarbon in photosynthesis carbon dioxide – a summary. combines with C C C C C + CO2 ribulose bisphosphate (RuBP) (5-carbon sugar phosphate, carbon dioxide acceptor molecule) fixation forming an unstable 6-carbon sugar that splits immediately to form RuBP is 2 molecules of glycerate 3-phosphate (GP) re-used (3-carbon compound) C C C + C C C input from the GP combines with 2(H+) from NADPH + H+ light-dependent using energy from ATP ADP reduction stage and forms H2O released as by-product triose phosphate (3-carbon sugar) used directly in regeneration respiration or converted to glucose and the other products of photosynthesis product synthesis e.g. lipids RuBP amino acids the acceptor molecule carboxylic acids (thereby getting the pathway up and running). The intermediates of respiration are also starting points for the synthesis of other metabolites. In other words, the biochemical pathways of both photosynthesis and respiration interact to supply metabolism with the intermediates required. These include: I specialist carbohydrates, such as sucrose for transport and cellulose for cell walls I lipids, including those in membranes I amino acids and proteins, including those in membranes and those that function as enzymes I nucleic acids, growth factors, vitamins, hormones and pigments. The fates of the products of photosynthesis are summarised in Figure 5.10 (overleaf).
  18. 18.10 ON THE WILD SIDE Key photosynthesis CO2 (Calvin cycle) respiration pathway acceptor molecule 3-carbon phosphorylated sugar (glycolysis + Krebs cycle) (RuBP) (glycerate 3-phosphate) formation of essential metabolites 3-carbon phosphorylated sugar pyruvate (triose phosphate) acetyl coenzyme A phosphorylated glycerol fatty acids 6-carbon sugars organic acids of lipids the Krebs cycle ion uptake from soil glucose sucrose starch, cellulose – α-ketoglutarate NO3 carbohydrates NH3 transamination all other nucleotides and nucleic acids proteins glutamate amino acids (RNA + DNA)Figure 5.10 The product synthesis steps of photosynthesis. I Extension: Mineral ions for metabolism While the bulk of metabolite molecules that a plant requires for its growth, development and repair activities come from photosynthesis and respiration, there are other ingredients, namely mineral ions, needed for the production of these essential metabolites (Table 5.1). Some ions are needed in relatively large quantities, and these are called the macronutrients. An example is the nitrate ion – a form of combined nitrogen that plants absorb in quantity and use in the synthesis of amino acids. Other mineral ions are required in only tiny amounts (larger quantities might well be poisonous). These are called the micronutrients or trace elements. An example is copper(II) ion – a component of enzymes of the photosynthetic photosystems. Table 5.1 Some mineral Mineral ion Uses ions essential for plant metabolism. Examples of macronutrients nitrogen, as nitrate ion (NO3Ϫ) required for amino acid synthesis 3–) phosphorus, as phosphate ion (PO4 required for ATP, nucleic acids and phospholipids 2ϩ) magnesium, as magnesium ion (Mg required for chlorophyll, and for ATPase enzyme Examples of micronutrients manganese, as manganese ion (Mn2ϩ) required for carboxylase enzymes 3ϩ required for nitrate reductase enzyme molybdenum, as molybdenum ion (Mo )
  19. 19.5.1 Autotrophic nutrition, the basis of plant productivity 11 The productivity of photosynthesis Only about half the energy emitted by the Sun and reaching the Earth’s outer atmosphere gets through to soil level and to plant life – the remainder is reflected into space as light or heat energy. Of the radiation reaching green plants, about 45% is in the visible wavelength range (400–700 nm) and can be used by the plant in photosynthesis. Much of the light energy reaching the plant is reflected from the leaves or transmitted through them, however. Furthermore, of the energy absorbed by the stems and leaves of plants, much is lost in the evaporation of water (Figure 5.11). Figure 5.11 The fate of 1000 unitslight energy that reaches the green leaf of a cropplant (taken arbitrarily to loss of energy in 500 total 1000 units photosynthesis per unit time). reactions wavelength reflected 500 lost 400–700 nm (wavelengths 308 not used in 50 photosynthesis) air leaf absorbed by chloroplasts in photosynthesis 92 sugars oxidation in 37 55 mitochondria note that less than 6% net primary of the incoming energy production ends up as net primary productivity leaf air 50 loss of energy in respiration etc. transmitted A small quantity of the energy reaching the green leaf is absorbed by the photosynthetic pigments and used in photosynthesis; only one quarter of this light energy ends up as chemical energy in molecules like glucose. The remainder is lost as heat energy in the various reactions of the light-dependent and light-independent reactions. In green plants, the total amount of light energy fixed through photosynthesis in a given period of time is known as the gross primary productivity (GPP). GPP is usually expressed as units of energy per unit area per year, typically either kJ mϪ2 yϪ1, or MJ haϪ1 yϪ1. Finally, much of the energy in glucose is lost as heat energy in cellular respiration and other reactions of metabolism. The remainder is retained in new materials, either in the form of new structures (cells and tissues) or as stored food, and represents the net primary productivity (NPP) of the plant. The value given in Figure 5.11 for net primary productivity of about 5.5% applies to a fully grown crop plant. It is achieved for only a short period in the growth cycle of the crop plant – for a significant part of the year agricultural land is uncultivated. Of course, in many natural habitats you might study, a part of the organic matter that makes up ‘net primary productivity’ is directly available to sustain browsing herbivores, and indirectly available to other organisms in the environment around the plant. We will examine energy
  20. 20.12 ON THE WILD SIDE transfer between organisms in a food chain, shortly. Meanwhile, the relationship between netA* Extension 5.5: primary productivity (NPP), gross primary productivity (GPP) and respiration (R) is summarisedPhotosynthesis – in the equation:environmentalimplications (HSW NPP ϭ GPP – RCriterion 12) Applying this equation to data from a temperate ecosystem where GPP was found to be 43 510 kJ mϪ2 yϪ1, and R to be 23 930 kJ mϪ2 yϪ1, then NPP here was 9580 kJ mϪ2 yϪ1. Now carry out the calculations in SAQ 5.5 Apply the formula Ecosystem NPP GPP R NPP ϭ GPP – R to (kJ mϪ2 yϪ1) (kJ mϪ2 yϪ1) (kJ mϪ2 yϪ1) complete the table. mature rain forest (Puerto Ricoh) ? 189 000 134 400 lucerne (alfalfa) crop (USA) 63 840 ? 38 640 I Extension: Efficiency of photosynthesis The percentage efficiency of photosynthesis is given by dividing the GPP by the estimated amount of light energy reaching the plant, multiplied by 100. We have already noted that very little of the light energy that reaches the plant is fixed in carbohydrates, and consequently figures for percentage efficiency of photosynthesis are typically below 2%. I 5.2 Ecology – interdependence of organism and environment Ecology is the study of living things within their environment. One of the concepts that ecologists have introduced into biology is that of an ecosystem – and we have already used this term. It is defined as a community of organisms and their surroundings, the environment in which they live. Examples, such as woodland or a lake, illustrate two important features of an ecosystem, namely that it is: I a largely self-contained unit, since most organisms of the ecosystem spend their entire lives there, and their essential nutrients will be endlessly recycled around and through them I an interactive system, in that what organisms live there is largely decided by the physical environment, and the physical environment is constantly altered by the organisms. Within any ecosystem, organisms are normally found in a particular part or habitat. The habitat is the locality in which an organism occurs. So, for example, within woodland, the canopies of trees are the habitats of some species of insects and birds, while other organisms occur in the soil. Incidentally, if the occupied area is extremely small, we call it a microhabitat. The insects that inhabit the crevices in the bark of a tree are in their own microhabitat. Conditions in a microhabitat are likely to be very different from conditions in the surrounding habitat. Energy flow through ecosystems When we describe feeding relationships and analyse food chains, the following terms are frequently used to describe and relate the roles of plants, animals and decomposers: I autotrophs, heterotrophs I producers, consumers I herbivores, carnivores I primary consumers, secondary consumers, tertiary consumers I detritivores, decomposers I dead organic matter, inorganic nutrients
  21. 21.5.2 Ecology – interdependence of organism and environment 13 I saprotrophic nutritionActivity 5.7: Feedingrelationship terms – a I cycling of nutrients, energy transfer from Sun, heat loss to space.quick check If you are not sure of the meaning of any of these terms, use the Glossary via the Dynamic Learning package, or Activity 5.7, to be sure you are able to apply them in context. Introducing food chains A feeding relationship in which a carnivore eats a herbivore, which itself has eaten plant matter, is called a food chain (Figure 5.12). Of course, light is the initial energy source. Note that in a food chain, the directions of the arrows point to the consumers, and so indicate the direction of energy transfer. A food chain tells us about the feeding relationships of organisms in an ecosystem, but they are shown as entirely qualitative relationships (we know which organisms are present as prey and as predators) rather than providing quantitative data (we do not know the numbers of organisms at each level).oakQuercus robur oak beauty caterpillar Biston strataria caterpillar-hunting beetle Carabus nemoralis common shrew Sorex araneus red fox Vulpes vulpesFigure 5.12 A food chain. The level at which an organism feeds in a food chain is called its trophic level. In this way of classifying feeding relationships, the producers are designated as trophic level 1 because their energy has been transferred once, from Sun to plant. All herbivores are in level 2, because here energy has been transferred twice, and so on. The trophic levels of some woodland organisms are classified in Table 5.2 (overleaf). Note that there is not some fixed number of trophic levels to food chains, but rather they are typically of three, four or five levels only. There is an important reason why stable food chains remain quite short. We will come back to this point, shortly.
  22. 22.14 ON THE WILD SIDETable 5.2 An analysis of Trophic level Woodland trophic levels. primary producer – level 1 oak oak primary consumer – level 2 caterpillar caterpillar secondary consumer – level 3 beetle beetle tertiary consumer – level 4 shrew fox quaternary consumer – level 5 fox6 Suggest what trophic levels humans occupy. I Extension: Issues with food chains Give examples. Sometimes it can be difficult to decide at which trophic level to place an organism. For example, an omnivore feeds on both plant matter (level 2 – primary consumer) and on other consumers (level 3 – secondary consumer or higher). Another complication of food chains isActivity 5.8: Food webs illustrated in Table 5.2, namely that a fox more commonly feeds on beetles than shrews –and energy flow simply because there are many more beetles about, and they are easier to catch! Remember also that any food chain is a snapshot of a moment in time – diet changes with season, and often very much more frequently. The fate of energy within and between trophic levels At the base of the food chain, green plants transfer light energy to the chemical energy of sugars, in photosynthesis. Of this, while some is transferred in the reactions of respiration that drive metabolism (and is then lost as heat energy), much is transferred to essential metabolites used in the growth and development of the plant. In these reactions, energy is locked up in the organic molecules of the plant body. Then, when parts of the plant are consumed by herbivores (or parasites), energy is transferred to other organisms. Finally, on death of the plant, the remaining energy passes to detritivores and saprotrophs when dead plant matter is broken down and decayed. Similarly, energy is transferred in the consumer when it eats, digests and then absorbs nutrients. The consumer transfers energy in muscular movements by which it hunts and feeds, and as it seeks to escape from predators (and is then lost as heat energy). Some of the food eaten remains undigested, and is lost in the faeces. Also, heat energy – a waste product of the reactions of respiration and of the animal’s metabolism – is continuously lost as the consumer grows and develops, and forms body tissues. If the consumer itself is caught and consumed by another, larger consumer, energy is again transferred. Finally, on death of the consumer, the remaining energy passes to detritivores and saprotrophs when dead matter is broken down and decayed. Energy transfers within and between trophic levels is summarised in Figure 5.13. So, only a limited amount of the energy transferred between trophic levels is available to be transferred to the next organism in the food chain. In fact, only about 10% of what is eaten by a consumer is built into the organism’s body, and so is potentially available to be transferred on in predation. There are two consequences of this: I The energy loss at transfer between trophic levels is the reason why food chains are short. Few transfers can be sustained when so little of what is eaten by one consumer is potentially available to the next step in the food chain. Consequently, it is very uncommon for food chains to have more than four or five links between producer (green plant) and top carnivore. I Feeding relationships in a food chain may be structured like a pyramid. At the start of the chain is a very large amount of living matter (biomass) of green plants. This supports a smaller biomass of primary consumers, which in turn supports an even smaller biomass of secondary consumers. Figure 5.14 (overleaf) shows a generalised ecosystem pyramid diagram, representing the structure of an ecosystem in terms of the biomass of the organisms at each trophic level.
  23. 23.5.2 Ecology – interdependence of organism and environment 15
  24. 24.16 ON THE WILD SIDE tertiary consumers 0.1% Only energy taken in at one trophic level and then built in as chemical energy in the molecules making up the cells and tissues is available to the next trophic level. This is about 10% of the energy. secondary consumers 1% The reasons are as follows. • Much energy is used for cell respiration to provide energy for growth, movement, feeding, and all other essential primary consumers 10% life processes. • Not all food eaten can be digested. Some passes out with the faeces. Indigestible matter includes bones, hair, producers 100% feathers, and lignified fibres in plants. • Not all organisms at each trophic level are eaten. Some escape predation.Figure 5.14 A generalised pyramid of energy. Calculating the efficiency of energy transfers Figure 5.15 shows a pyramid of energy produced by an American ecologist, working on a river system in Florida, USA, over 50 years ago. Here is recorded the energy in each of four trophic levels. So, we can calculate the percentage energy transfer from producers (green aquatic plants) to the primary consumers: 14 000 ϫ 100% ϭ 16.1% 87 000 This is significantly more than might be anticipated. Are we to assume that the figure of about 10% of energy transferred at each trophic level is an inaccurate, sweeping generalisation? Probably not – in this river, significantly more of the energy of these particular primary producers was transferred to primary consumers because the plants concerned were almost entirely of highly digestible matter. They lacked any woody tissues common to most terrestrial plant matter. Now complete the calculation in SAQ 7. Figure 5.15 also records energy transfer from grass (the producers) to a cow (primary consumer), but the value obtained for secondary production (the new biomass produced) in this study has been omitted. Complete the calculations in SAQ 8. 7 What is the percentage energy transfer between primary and secondary consumers in the data from the river system in Florida (Figure 5.15). 8 From the data in Figure 5.15, calculate: a the energy value of the new biomass of the cow, and then express this as a percentage of the energy consumed by the cow b the percentage energy transfer between primary and secondary consumer. Ecosystems – abiotic and biotic factors We have defined an ecosystem as a stable unit of nature consisting of a community of organisms interacting between themselves and the physical and chemical environment. The living things are known as the biota, and their physical environment as the abiotic environment. These aspects of ecosystems are so closely related as to be almost inseparable, as we shall shortly see. To learn about the working of the ecosystem, however, we need to look at both aspects in moreActivity 5.9: Setting up detail. While we do, keep in mind examples of ecosystems you are familiar with, such asa ‘bottle’ ecosystem woodland or seashore, or perhaps a laboratory model (Activity 5.9).
  25. 25.5.2 Ecology – interdependence of organism and environment 17 pyramid of energy from a river system in Florida tertiary consumers 90 figures are in kJ m–2 yr–1 secondary consumers 1600 primary consumers 14 000 producers 87000 energy transfer from grass (producer) to cow (primary consumer) heat loss in respiration secondary production 1025 ? urine 1900 food eaten faeces 3050 net primary production of grass (NPP) = 21 250Figure 5.15 Energy transfer studies in a river ecosystem and in an agricultural context. Introducing abiotic factors The physical and chemical components of an ecosystem more-or-less decide the physical conditions in which populations live (Figure 5.16, overleaf). Abiotic factors of a terrestrial habitat are of three types, relating to: I climate – factors such as solar radiation, temperature, rainfall and wind I soil – factors such as the parent rock, soil water and soil chemistry, and the mineral nutrients available (edaphic factors) I topography – factors such as slope and aspect of the land, and altitude.


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