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IGCSE · Cambridge (CIE) · 0610

Read a food web as connected chains

A food web combines interconnected food chains; trace each arrow carefully because an organism may have several food sources or consumers.

Section 19.2 · Food chains and food webs

Food chains and food webs pathway · 19.2

Core and Extended; 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

What makes a food web different from a single food chain?

What you will learn

  • Interpret a network of feeding links
  • Identify trophic positions along a stated route through a web
Follow the feeding links, then compare what each pyramid measures
A food web links producers and consumersA schematic web with grass feeding grasshoppers and rabbits; grasshoppers feeding frogs and hawks; frogs and rabbits also feeding hawks. Arrows point from food to consumer and show energy transfer.GrassproducerGrasshopperRabbitFrogHawkArrows point from food to the organism receiving energy · schematic exampleThree ecological pyramids show different measuresSchematic examples: a number pyramid can widen above one large producer; biomass bars show living mass at a sampling time; energy bars show energy transfer over a stated area and time and narrow at higher levels.Numbersorganism countfew birdsmany insectsone treeshape can varyBiomassliving mass at a timesecondaryprimaryproducersmass · common areaEnergytransfer over timesecondaryprimaryproducersenergy · area · timeAll bars are schematic; draw proportional widths from the values in each question.

Follow one path at a time

A food web is a network of interconnected food chains. Each arrow still points from food organism to consumer. To answer a question about a particular organism, trace the incoming arrows to see what it eats and outgoing arrows to see which organisms may eat it. A web can show multiple routes from producers to top consumers.

An organism can appear at more than one trophic position if it feeds on different organisms. State the route you used before assigning a level. Do not assume that every prey population is equally important or that every possible link is shown.

Predict with the web, then bound the claim

If a prey population changes, a predator that feeds on it may be affected. Other prey, competitors and environmental conditions can modify the outcome. A food web helps identify possible direct and indirect links; it does not provide population numbers or prove how large an effect will be.

When interpreting a change, name the link first, then phrase the result as a possible consequence unless the question gives data establishing a measured response. Check whether an organism has alternate food sources.

Pause and explain

An organism eats two different consumer species in a web. What should you do before assigning its trophic position?

Put the idea to work

Worked example

A web has grass → grasshopper → frog → hawk and grass → rabbit → hawk. Name two consumers that may eat grass and one prey of the hawk.

Show the worked solution
  1. Trace arrows out from grass.
  2. Trace arrows into hawk.

Answer Grasshopper and rabbit may eat grass. The frog or rabbit may be prey of the hawk in the routes shown.

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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

In a web, algae → water fleas → trout and algae → insect larvae → trout. Name the producer and two possible prey of trout.

Give me a hint

Trace incoming arrows to trout, then identify the producer.

Compare my reasoning
  1. Algae is at the beginning of both routes.
  2. Both water fleas and insect larvae point towards trout.

Algae is the producer. Trout may eat water fleas and insect larvae in the web shown.

Look for these in your work

  • Producer found
  • Both links interpreted
2 · Independent

A web shows seeds → mice → owls and seeds → mice → foxes. If mouse numbers fall, state one possible effect and one reason not to treat it as certain.

Give me a hint

Follow the links from mice to predators and consider other food.

Compare my reasoning
  1. Owls or foxes may have less of this prey.
  2. The web or habitat may provide alternative food or other influences.

Owls or foxes could be affected because mice are a food source; the size or certainty of the effect cannot be decided without considering alternative prey and other evidence.

Look for these in your work

  • Direct link traced
  • Uncertainty bounded
3 · Transfer

An omnivore eats plants and herbivores. Explain why it can occupy more than one trophic position.

Give me a hint

Compare its route when eating a producer with its route when eating a consumer.

Compare my reasoning
  1. Plants are producers.
  2. Herbivores are consumers that feed on producers.

When feeding on plants the omnivore can be a primary consumer; when feeding on herbivores it can occupy a higher position.

Look for these in your work

  • Routes distinguished
  • Position explained

Common mistakes

  • Reading arrows as “eats” in the arrow direction
  • Treating a food web as one long chain
  • Predicting a certain population response without considering other links
Recall without your notes

What can you explain now?

What makes a food web different from a single food chain?

Compare with the explanation

It connects several feeding chains into a network

The network shows more than one linked feeding route.

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

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Make it stick

How do arrows help you read a food web, and why can one organism have more than one trophic position?

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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