Unit 4: Ecosystems

Complete Exam Revision Booklet

Source: Cambridge Lower Secondary Science 8

Date: 08 02, 2026
Table of Contents
1 Introduction to Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠1
1.1 4.1 The Sonoran Desert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠1
1.1.1 Key Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠1
1.1.2 Interactions in the Desert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠1
1.1.3 Habitat vs. Ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠1
2 Different Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠2
2.1 4.2 Examples of Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠2
2.2 Investigating Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠2
3 Intruders in an Ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠3
3.1 4.3 Native vs. Invasive Species . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠3
3.1.1 Case Study: New Zealand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠3
3.1.2 Case Study: Sonoran Desert . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠3
4 Bioaccumulation and Biomagnification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠3
4.1 4.4 The Problem with DDT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠3
4.1.1 Key Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠3
4.1.2 How Biomagnification Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠4
5 Unit Review Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ⁠4
Unit 4: Ecosystems Cambridge Lower Secondary Science 8

1 Introduction to Ecosystems
An ecosystem is a network of interactions between all the living organisms and the non-living things in
a particular environment. The study of these interactions is called ecology.

1.1 4.1 The Sonoran Desert

The Sonoran Desert in Arizona, USA, is a prime example of a complex ecosystem where organisms have
developed specific adaptations to survive extreme conditions.
1.1.1 Key Vocabulary

Term Definition

Adaptation A characteristic that helps an organism survive in its environment.

Ecosystem The network of interactions between living organisms and their

non-living environment.

Habitat The specific place where an organism naturally lives.

Nocturnal Active at night and resting during the day to avoid heat.

Producer An organism (like a plant) that makes its own food using sunlight.

Consumer An organism that gets energy by eating other organisms.

Pollination The transfer of pollen from one flower to another, often by insects
or bats.

1.1.2 Interactions in the Desert

Organisms interact with both living and non-living parts of their environment:
Living Interactions:
• Nesting: Gila woodpeckers make holes in saguaro cacti; Cactus wrens nest in spiky cholla cacti for
protection.
• Feeding: Kangaroo rats eat seeds; rattlesnakes and coyotes hunt kangaroo rats.
• Reproduction: Insects and bats pollinate flowers while feeding on nectar.
Non-living Factors:
• Light: Essential for plants to photosynthesize.
• Temperature: High day temps lead to nocturnal behavior; cooler soil allows for burrowing.
• Water: All cells need water; rain triggers activity and reproduction.
• Soil & Rocks: Provide minerals for plants and shelter for animals.
1.1.3 Habitat vs. Ecosystem
It is crucial to distinguish between these two terms for the exam:
• Habitat: The “address” of an organism (e.g., a hole in a cactus).
• Ecosystem: The whole “community and its surroundings” including all feeding and non-feeding inter­
actions.

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Unit 4: Ecosystems Cambridge Lower Secondary Science 8

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2 Different Ecosystems
Ecosystems vary greatly across the globe, from natural forests to human-managed farms.

2.1 4.2 Examples of Ecosystems

Ecosystem Key Features & Organisms

Mangrove Forest Trees grow in sea water. Young fish hide in roots; mudskippers
feed on mud; macaques catch crabs.

Arctic Sea Ice Algae grow under ice; shrimp eat algae; fish eat shrimp; polar bears
hunt seals on the ice.

Rice Paddy Farmed ecosystem. Algae and rice grow in shallow water; fish,
frogs, and dragonflies breed in the water.

2.2 Investigating Ecosystems

Scientists use specific tools and methods to study local habitats:
• Pitfall Trap: A cup in the ground to catch crawling animals (beetles, ants).
• Sweep Net: Used in long grass or ponds to catch insects and small water creatures.
• Beating Tray: Shaking tree branches over a sheet to collect insects.
• Hand Lens: For observing small details of organisms.
• Identification Keys: Books or charts used to name the species found.
Ethical Note: Animals must be treated carefully and released exactly where they were found.

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Unit 4: Ecosystems Cambridge Lower Secondary Science 8

3 Intruders in an Ecosystem
3.1 4.3 Native vs. Invasive Species
• Native Species: A species that has lived in an ecosystem for a very long time without human inter­
vention.
• Invasive Species: A new species that arrives in an ecosystem (often brought by humans) and causes
harm to the existing network of interactions.
3.1.1 Case Study: New Zealand
New Zealand evolved in isolation for 66 million years, leading to many flightless birds (like the Kiwi) that
nested on the ground.
• The Problem: Humans brought rats, sheep, rabbits, and stoats.
• The Effect: Stoats kill 60% of kiwi chicks and have caused the extinction of 53 native bird species.
• The Challenge: Once established, invasive species are extremely difficult to eradicate (completely
remove).
3.1.2 Case Study: Sonoran Desert
• Buffelgrass: Introduced from Africa/Asia for cattle food.
• Impact: It grows rapidly in dense patches, stealing water and nutrients from native plants like the
saguaro cactus.

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4 Bioaccumulation and Biomagnification

4.1 4.4 The Problem with DDT
DDT is an insecticide (kills insects) first used in the 1940s to fight malaria and typhus.
4.1.1 Key Terms

Term Definition

Persistent A chemical that does not break down and stays in the environment
for years.

Toxic Poisonous or harmful to living organisms.

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Unit 4: Ecosystems Cambridge Lower Secondary Science 8

Bioaccumulation The build-up of a toxic chemical inside a single organism over its
lifetime.

Biomagnification The increase in concentration of a toxin as it moves up the food

chain.

Biodegradable Substances that can be broken down by microorganisms.

4.1.2 How Biomagnification Works

Because DDT is persistent and not biodegradable, it stays in the bodies of animals that eat it.
1. Algae absorb tiny amounts of DDT from water.
2. Shrimps eat many algae, so the DDT builds up in them.
3. Fish eat many shrimps, accumulating even more DDT.
4. Birds (Cormorants) eat many fish, reaching dangerously high concentrations.
Example: DDT concentration can increase from 0.00005 ppm in water to 26.40 ppm in top predators—a
massive increase that makes bird eggshells thin and breakable.
Rachel Carson: Her book Silent Spring (1962) warned the world about these environmental dangers.

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5 Unit Review Summary

Exam Tips:
• Be able to draw and interpret food webs.
• Remember that arrows in a food web show the flow of energy.
• Understand that ecosystems include both biotic (living) and abiotic (non-living) components.
• Practice calculating the “magnification” factor (e.g., how many times higher the toxin concentration is
in a predator vs. prey).

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Unit 4: Ecosystems Cambridge Lower Secondary Science 8

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