How does energy flow through a food web, and how is matter cycled in an ecosystem?
Explain how energy flows one way through food chains and webs and is lost at each trophic level, and how matter (carbon and nitrogen) cycles through an ecosystem (NYSSLS LS2, energy and matter; using mathematics).
A NYSSLS-level answer on energy flow for the New York Life Science: Biology Regents: food chains and webs, trophic levels and the energy pyramid, why energy is lost at each level, and how carbon and nitrogen cycle through an ecosystem.
Reviewed by: AI editorial process; not yet individually human-reviewed
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What this topic is asking
NYSSLS LS2 wants you to explain how energy flows through an ecosystem and how matter cycles. The Life Science: Biology Regents tests this with food chains and webs, the energy pyramid (including the "about 10 percent" rule, a using mathematics task), and the carbon and nitrogen cycles. The crosscutting concept is energy and matter.
Food chains and food webs
Each step in a food chain is a trophic (feeding) level: producers at the base, then primary consumers (herbivores), then secondary consumers, and so on. The arrows in a food chain point in the direction the energy flows (from the eaten to the eater).
Energy flows one way and is lost
This loss is why an energy pyramid (which shows the energy at each level) gets smaller toward the top, and why food chains rarely have more than four or five links: after a few levels there is too little energy left to support another. The "about 10 percent" figure lets you estimate energy down a pyramid, for example across three levels.
Matter cycles
In contrast to energy, matter is conserved and cycles. The atoms of carbon, nitrogen and other elements pass from the environment into producers, along the food web, and back to the environment, to be used again:
- Carbon cycle. Carbon dioxide is taken in by producers in photosynthesis, passed along food chains, and returned to the air by respiration and by decomposers, and by burning fuels (see the cycling of energy and matter in cells).
- Nitrogen cycle. Nitrogen is converted into forms plants can use (by bacteria), built into proteins, passed along food chains, and released again by decomposers.
In both cycles, decomposers are crucial: by breaking down dead matter they release the locked-up nutrients so producers can reuse them.
Why energy must keep entering
Because energy is lost as heat at every transfer and cannot be reused, an ecosystem must receive a continuous input of energy (sunlight) to keep going. Matter, being recycled, does not need to be replaced in the same way. This contrast, energy flowing one way while matter cycles, is the central idea of the topic and a frequent exam point.
Try this
Q1. Explain why an energy pyramid gets smaller toward the top. [2]
- Cue. Only about 10 percent of the energy passes to each next level; the rest is used in life processes and lost as heat, so less energy is available higher up.
Q2. Explain why matter can be recycled in an ecosystem but energy cannot. [2]
- Cue. Matter is conserved and cycles (returned by decomposers and respiration); energy is lost as heat at each transfer and cannot be reused, so it must keep entering from the Sun.
Exam-style practice questions
Practice questions written in the style of NYSED exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Regents (Life Science sample, 2024)3 marksAn energy pyramid shows producers storing kJ of energy, with each level passing on about 10 percent to the next. (a) Estimate the energy available to the primary consumers. (b) Estimate the energy available to the secondary consumers. (c) Explain why each level has less energy than the one below it.Show worked answer →
A 3-point constructed-response item assessing using mathematics and energy and matter.
(a) 1 point: about 10 percent of kJ, so about kJ.
(b) 1 point: about 10 percent of kJ, so about kJ.
(c) 1 point: at each level, much of the energy is used for the organisms' own life processes (respiration, movement) and lost as heat, and not all of an organism is eaten or digested, so only a small fraction is passed on.
Markers reward the two correct estimates ( and kJ) and energy lost as heat / used in life processes.
Regents (Life Science CR, 2025)2 marksIn a food web, matter cycles but energy flows one way. (a) Explain why a food chain rarely has more than four or five links. (b) Explain the role of decomposers in cycling matter.Show worked answer →
A 2-point item on energy flow and matter cycling.
(a) 1 point: because so much energy is lost at each level (used in life processes and lost as heat), there is too little energy left after a few levels to support another, so chains are short.
(b) 1 point: decomposers break down dead organisms and wastes, returning nutrients (such as carbon and nitrogen) to the soil, water and air so producers can reuse them, which cycles matter.
Markers reward energy loss limiting chain length and decomposers recycling nutrients.
Related dot points
- Describe the levels of ecological organization (organism, population, community, ecosystem) and the roles of biotic and abiotic factors and the producers, consumers and decomposers within an ecosystem (NYSSLS LS2, systems and system models; structure and function).
A NYSSLS-level answer on ecosystem structure for the New York Life Science: Biology Regents: the levels of ecological organization, biotic and abiotic factors, and the roles of producers, consumers and decomposers.
- Explain how populations grow and how limiting factors and carrying capacity control population size, interpreting population-growth graphs (NYSSLS LS2, stability and change; analyzing data).
A NYSSLS-level answer on population dynamics for the New York Life Science: Biology Regents: how populations grow, the limiting factors that control them, carrying capacity, and how to interpret population-growth graphs.
- Describe the relationships between organisms (competition, predation, and symbiosis) and explain how ecological succession changes a community over time toward a stable state (NYSSLS LS2, stability and change; cause and effect).
A NYSSLS-level answer on ecological interactions for the New York Life Science: Biology Regents: competition, predation and symbiosis (mutualism, commensalism, parasitism), and how succession changes a community toward a stable climax community.
- Explain how photosynthesis and respiration together cycle carbon and oxygen while energy flows one way, and trace atoms of matter through these processes (NYSSLS LS1, energy and matter; systems and system models).
A NYSSLS-level answer on the cycling of matter and the flow of energy for the New York Life Science: Biology Regents: how photosynthesis and respiration link, why matter is conserved and cycles while energy flows one way, and how to trace atoms through living systems.
- Explain how human activities (pollution, habitat destruction, resource use and the enhanced greenhouse effect) disrupt ecosystems and reduce biodiversity, and evaluate ways to reduce these impacts (NYSSLS LS2 and LS4, cause and effect; stability and change).
A NYSSLS-level answer on human impact for the New York Life Science: Biology Regents: how pollution, habitat destruction, resource use and the enhanced greenhouse effect disrupt ecosystems and reduce biodiversity, and how these impacts can be reduced.
Sources & how we know this
- New York State P-12 Science Learning Standards (Life Science) — New York State Education Department (2016)
- Educator Guide to the Regents Examination in Life Science: Biology — New York State Education Department (2025)