How does energy move through an ecosystem, and why does so little reach the top of a food chain?
Explain how energy flows through an ecosystem from producers to consumers along food chains and webs, and use the idea that only about 10 percent of energy passes between trophic levels to interpret energy pyramids (MA STE HS-LS2-3, HS-LS2-4, energy and matter).
A standard-level answer on energy flow for the Massachusetts High School Biology MCAS: how energy moves from producers to consumers along food chains, why only about 10 percent passes between trophic levels, and how to read energy pyramids under HS-LS2.
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What this topic is asking
The Massachusetts STE framework (HS-LS2-3 and HS-LS2-4) asks you to use models and mathematics to explain the flow of energy through an ecosystem. On the High School Biology MCAS, this is one of the more quantitative ecology topics: you read food chains and energy pyramids, and you apply the rule that only about 10 percent of energy passes between levels. The crosscutting concept is energy and matter, with the key idea that energy flows one way and is lost as heat (the same point you met comparing photosynthesis and respiration).
Producers, consumers, and trophic levels
Energy enters almost every ecosystem through producers, which capture light energy by photosynthesis and store it as chemical energy in glucose. Consumers then obtain energy by feeding:
- Primary consumers (herbivores) eat producers.
- Secondary consumers eat primary consumers.
- Tertiary consumers eat secondary consumers, and so on.
A food chain shows one pathway of energy (grass to grasshopper to frog to snake). A food web combines many interlinked chains, which is more realistic because most organisms eat more than one thing. Decomposers (bacteria and fungi) break down dead organisms and waste, releasing nutrients back to the ecosystem.
The 10 percent rule
The single most important quantitative idea is that only about 10 percent of the energy at one trophic level passes to the next. The other roughly 90 percent is lost:
- as heat released during cellular respiration,
- used for movement and life processes,
- and lost in undigested waste (not everything eaten is absorbed).
Because so much is lost at each step, the energy available shrinks rapidly as you move up the chain. If producers hold units of energy, primary consumers receive about , secondary consumers about , and tertiary consumers about . This is why an energy pyramid is widest at the producers and narrows toward the top.
Why this shapes ecosystems
The 10 percent rule explains several patterns the MCAS asks about:
- Top predators are rare. There is so little energy left at the top that an ecosystem can support only a few large predators.
- Food chains are short. After four or five levels, there is too little energy left to support another level, so chains rarely go further.
- Pyramids narrow upward. Each level holds about a tenth of the energy of the level below, so a pyramid of energy always narrows.
Above all, energy flows one way: it enters as light, passes along the chain, and leaves as heat. Unlike matter (which cycles, see cycling of matter in ecosystems), energy cannot be recycled, so the Sun must constantly resupply it.
Try this
Q1. State roughly what percentage of energy passes from one trophic level to the next, and where the rest goes. [2]
- Cue. About 10 percent passes on; the rest (about 90 percent) is lost mainly as heat through respiration, plus movement and undigested waste.
Q2. Explain why food chains rarely have more than four or five trophic levels. [2]
- Cue. Because about 90 percent of the energy is lost at each transfer, after a few levels there is too little energy left to support another level.
Exam-style practice questions
Practice questions written in the style of MA DESE exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
HS Biology MCAS (style)3 marksA food chain is: grass to grasshopper to frog to snake. (a) Identify the producer. (b) Identify the trophic level of the frog. (c) Explain why there is usually less energy available to the snake than to the grasshopper.Show worked answer →
A 3-point item on energy and matter.
(a) 1 point: the grass (it is the producer that makes its own food by photosynthesis).
(b) 1 point: the frog is a secondary consumer (the third trophic level).
(c) 1 point: only about 10 percent of the energy at each level passes to the next, because energy is lost as heat through respiration, movement, and undigested waste; the snake is further along the chain, so less energy remains. Markers reward the idea of energy lost at each transfer.
HS Biology MCAS (style)3 marksAn energy pyramid shows 10000 units of energy in the producers. Assuming about 10 percent passes to each next level: (a) Calculate the energy available to the primary consumers. (b) Calculate the energy available to the secondary consumers. (c) Explain why food chains rarely have more than four or five levels.Show worked answer →
A 3-point item on using mathematics and computational thinking.
(a) 1 point: 10 percent of 10000 is 1000 units for the primary consumers.
(b) 1 point: 10 percent of 1000 is 100 units for the secondary consumers.
(c) 1 point: because about 90 percent of the energy is lost at each transfer, after a few levels there is too little energy left to support another level of consumers. Markers reward linking the energy loss to a limit on chain length.
Related dot points
- Describe the levels of ecological organization (organism, population, community, ecosystem) and explain how biotic and abiotic factors interact to shape an ecosystem (MA STE HS-LS2-1, HS-LS2-2 supporting, systems and system models).
A standard-level answer on ecosystem structure for the Massachusetts High School Biology MCAS: the levels of ecological organization, biotic and abiotic factors, and how the living and nonliving parts of an ecosystem interact under HS-LS2.
- Develop a model of how matter (especially carbon) cycles through an ecosystem via photosynthesis, feeding, respiration, and decomposition, and contrast the cycling of matter with the one-way flow of energy (MA STE HS-LS2-4, HS-LS2-5, energy and matter).
A standard-level answer on matter cycling for the Massachusetts High School Biology MCAS: how carbon cycles through an ecosystem by photosynthesis, feeding, respiration, and decomposition, the role of decomposers, and how matter cycling differs from one-way energy flow under HS-LS2.
- Explain how limiting factors and carrying capacity control population size, and interpret population growth curves, distinguishing exponential from logistic growth (MA STE HS-LS2-1, HS-LS2-2, stability and change).
A standard-level answer on population dynamics for the Massachusetts High School Biology MCAS: how limiting factors and carrying capacity control population size, and how to read exponential and logistic growth curves under HS-LS2.
- Describe the main ecological interactions (competition, predation, and symbiosis: mutualism, commensalism, parasitism) and explain how they affect the populations involved (MA STE HS-LS2-2, HS-LS2-6, cause and effect).
A standard-level answer on ecological interactions for the Massachusetts High School Biology MCAS: competition, predation, and the three kinds of symbiosis (mutualism, commensalism, parasitism), and how each affects the populations involved under HS-LS2.
- Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy in sugars, including the reactants, products, and the role of chlorophyll (MA STE HS-LS1-5).
A standard-level answer on photosynthesis for the Massachusetts High School Biology MCAS: how light energy becomes chemical energy in sugars, the reactants and products, the role of chlorophyll and chloroplasts, and limiting factors under HS-LS1-5.
Sources & how we know this
- Massachusetts Science and Technology/Engineering Curriculum Framework (2016) — Massachusetts Department of Elementary and Secondary Education (2016)
- Science and Technology/Engineering (STE) Test Design and Development — Massachusetts Department of Elementary and Secondary Education (2024)