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IGCSE · Cambridge (CIE) · 0610

Explain inefficient energy transfer

Energy transfer between trophic levels is often inefficient because some material is not consumed or assimilated and organisms transfer energy to the environment.

Food chains and food webs pathway · 19.2

Extended only (Supplement); Biology 0610, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked

Before you begin

  • Read energy-transfer arrows and distinguish energy from matter in the 19.1 Energy flow pathway.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

Which combination explains why less energy reaches the next trophic level?

What you will learn

  • Explain why energy available to the next level is reduced
  • Distinguish energy flow from matter recycling

Track what happens to food energy

Not all biomass at one trophic level is eaten by organisms at the next: parts may be inedible, die or remain uneaten. Some eaten material is not digested and leaves as waste. Of the energy assimilated, organisms use some in respiration and other life processes; energy is transferred to the environment, including as heat.

These routes explain why less energy is available to the next trophic level. Energy is not destroyed. “Lost” in an ecological explanation means transferred out of the food-chain pathway to the environment or remaining in material that is not passed on.

Do not turn the explanation into a universal percentage

The proportion transferred varies with organisms and conditions. Unless a question supplies data, explain the pathways qualitatively rather than inventing a fixed efficiency. Nutrients in matter may be recycled; energy flows through organisms and eventually to the environment.

Use the evidence in a question to calculate an efficiency if values are supplied, and state the calculation basis. Without values, identify the biological reasons for the transfer being less than complete.

Pause and explain

What does “energy lost from a food chain” mean in this context?

Put the idea to work

Worked example

A caterpillar eats a leaf, but a bird later receives only some of the leaf’s stored energy. Give two reasons why transfer is incomplete.

Show the worked solution
  1. Some leaf material may not be eaten or digested.
  2. The caterpillar uses energy in respiration and transfers some to the environment.

Answer Some leaf material is not eaten or assimilated, and energy is used in respiration and transferred to the environment, including as heat.

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Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

A fox eats a rabbit but receives only part of the rabbit’s energy. Give two biological reasons.

Give me a hint

Consider consumption, assimilation and life processes.

Compare my reasoning
  1. Some rabbit parts may not be eaten or digested.
  2. The rabbit’s stored energy is also used by the rabbit before it is eaten; the fox uses assimilated energy in respiration.

Some material may be uneaten or undigested, and energy in the rabbit has been used in life processes; the fox also transfers energy to its environment through respiration and activity.

Look for these in your work

  • More than one pathway named
  • Energy not described as destroyed
2 · Independent

A student writes “90% of energy is lost at every trophic level” without data. What is the problem with the statement?

Give me a hint

Distinguish a qualitative syllabus explanation from a measured value.

Compare my reasoning
  1. Transfer efficiency varies.
  2. A percentage requires specific data and a stated calculation basis.

The statement gives an unsupported fixed percentage. Explain uneaten, undigested and life-process routes qualitatively unless the question provides data for a calculation.

Look for these in your work

  • Unsupported figure identified
  • Valid explanation offered
3 · Transfer

Explain why nutrients can be recycled while energy is not recycled through the same loop.

Give me a hint

Compare matter and energy pathways.

Compare my reasoning
  1. Matter can be rearranged in decomposition and taken up again.
  2. Energy is transferred and eventually to the environment.

Decomposition can release nutrients that producers reuse, whereas energy flows through organisms and eventually transfers to the environment; it is not recycled as nutrients are.

Look for these in your work

  • Matter pathway explained
  • Energy pathway distinguished

Common mistakes

  • Saying energy is destroyed
  • Giving an unsupported percentage for transfer
  • Confusing nutrient recycling with energy flow
Recall without your notes

What can you explain now?

Which combination explains why less energy reaches the next trophic level?

Compare with the explanation

Uneaten or undigested material and energy used in life processes

Both reduce energy available to the next level.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Name two reasons why energy transfer between trophic levels is often inefficient and explain what “lost” means.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

Keep learning Biology

Course scope and assessment

780 sequenced lessons provide 2340 guided, independent and application problems in characteristics, classification, cells, organisation, specimen size, membrane transport, biological molecules, enzymes, plant and human nutrition, plant transport, circulatory systems, the heart, blood vessels, blood, disease transmission, body defences, immunity, gas exchange in humans, respiration energy uses and investigations, aerobic respiration, anaerobic respiration and recovery, excretion in humans, coordination and response, sense organs, hormones, homeostasis, tropic responses, drugs, asexual reproduction, sexual reproduction, sexual reproduction in plants, sexual reproduction in humans, sex hormones in humans, sexually transmitted infections, chromosomes, genes and proteins, mitosis, meiosis, monohybrid inheritance, variation, adaptive features, selection, energy flow, food chains and webs, nutrient cycles, population, community, ecosystem, population-growth phases, food supply, habitat destruction, pollution, conservation, biotechnology and genetic modification. 61 of 61 syllabus sections have linked teaching and staged practice. The earlier inheritance overview remains introductory, and the monohybrid pathway develops the relevant Core and Supplement requirements. This is not full programme completion or guaranteed exam readiness. Written practice is self-checked.

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