| Big Idea | Learning Objective | Essential Knowledge |
|---|---|---|
Big Idea 2 — Energetics | 8.1.A |
|
Big Idea 3 — Information Storage and Transmission | 8.1.B |
|
Ecology
AP Biology · Topic 8
7:53
Ecology
This reef holds more kinds of life in one hectare than a whole province of farmland. Every fish depends on the coral, and the coral on tiny algae inside it.…
English narration · English + 中文 subtitles burned in
8.1
Responses to the Environment
Syllabus
Source: College Board AP Course and Exam Description
Organisms sense and respond to their surroundings in ways that aid survival and reproduction. Behaviors may be innate (inherited, like reflexes and instincts) or learned. Responses such as migration, hibernation, and phototropism, and signals between organisms, are shaped by natural selection because they improve fitness.

The behaviours the CED lists by name
These are the illustrative behaviours an exam question builds its scenario from, so learn what each one is and what it buys the organism:
| Behaviour | What it is | Why it aids fitness |
|---|---|---|
| taxis 趋性 | movement directed towards or away from a stimulus | reaches food, light or moisture, or escapes a hazard |
| kinesis 动性 | a change in the rate of random movement, with no direction | keeps the animal in favourable conditions by moving less there and more elsewhere |
| nocturnal and diurnal activity 夜行性与昼行性 | being active at night, or by day | avoids predators or heat, and matches activity to when food is available |
| territorial marking 领域标记 | scent, sound or visual marks that claim an area | secures food, nesting sites and mates without repeated fighting |
| coloration 体色 | pigmentation in animals and flowering plants | warning, camouflage, mate attraction — and in flowers, attracting pollinators |
| foraging 觅食 by bees and others | searching for and collecting food | efficient foraging returns more energy than it costs, which is what selection acts on |
⚠️ Taxis and kinesis are the pair most often confused. Taxis has a direction: the woodlouse walks towards the damp. Kinesis has only a rate: the woodlouse moves quickly and turns often in dry air and slows down in damp air, so it ends up in the damp without ever steering there.
Life-history strategy 生活史策略 is the pattern of when an organism grows, reproduces and dies, and it too is shaped by selection: a biennial plant stores resources in its first year and flowers in its second; reproductive diapause pauses development until conditions improve, so offspring arrive when they can survive. Both trade the timing of reproduction against the chance that it succeeds.
| English |
|---|
| taxis/ˈtæksiz/ |
| kinesis/kəˈniːsɪs/ |
| nocturnal and diurnal activity/nɒkˈtɜːnl ænd ˈdɪɜːnl ækˈtɪvɪti/ |
| territorial marking/ˌterɪˈtɔːrɪəl ˈmɑːkɪŋ/ |
| coloration/ˌkʌləˈreɪʃn/ |
| foraging/ˈfɒrɪdʒɪŋ/ |
| Life-history strategy/laɪf ˈhɪstəri ˈstrætədʒi/ |
8.2
Energy Flow Through Ecosystems
Syllabus
| Big Idea | Learning Objective | Essential Knowledge |
|---|---|---|
Big Idea 2 — Energetics | 8.2.A |
|
8.2.B |
| |
8.2.C |
| |
8.2.D |
|
Source: College Board AP Course and Exam Description
Energy enters most ecosystems 生态系统 as sunlight, is captured by producers 生产者 (photosynthesizers), and passes to consumers 消费者 along a food chain 食物链. Each level is a trophic level 营养级. Only about 10% of energy transfers up each level (the rest is lost as heat), so food chains are short and producers are the most abundant. Energy flows through and is lost, while matter (carbon, nitrogen) cycles.

Worked example. Suppose producers capture $10{,}000\ \text{kcal}$. Applying the $10\%$ rule, primary consumers receive about $1{,}000\ \text{kcal}$, secondary consumers $100\ \text{kcal}$, and tertiary consumers only $10\ \text{kcal}$. Losing $90\%$ as heat at every step is exactly why food chains rarely exceed four or five levels – there is too little energy left to support another.
Energy up a food chain
Only about 10% of energy passes to the next trophic level; the rest is lost as heat. That's why food chains are short and top predators are few.
| English |
|---|
| ecosystems/ˈiːkəʊsɪstəmz/ |
| producers/prəˈdjuːsəz/ |
| consumers/kənˈsuːməz/ |
| food chain/fuːd tʃeɪn/ |
| trophic level/ˈtrəʊfɪk ˈlevl/ |
8.3
Population Ecology
Syllabus
| Big Idea | Learning Objective | Essential Knowledge |
|---|---|---|
Big Idea 3 — Information Storage and Transmission | 8.3.A |
|
Source: College Board AP Course and Exam Description
A population 种群 is the individuals of one species in an area. Its growth depends on birth, death, immigration, and emigration. Exponential growth 指数增长 ($J$-shaped) happens with unlimited resources; logistic growth 逻辑斯蒂增长 ($S$-shaped) levels off at the carrying capacity 环境容纳量 $K$ – the maximum the environment can sustain – following $\dfrac{dN}{dt}=r_{\max}N\dfrac{K-N}{K}$.

Worked example. A population has $r_{\max}=0.5\ \text{yr}^{-1}$, carrying capacity $K=1000$, and current size $N=400$. Then $\dfrac{dN}{dt}=0.5\times400\times\dfrac{1000-400}{1000}=0.5\times400\times0.6=120$ individuals per year. The $\frac{K-N}{K}$ term is why growth is fastest near $N=K/2$ and slows toward zero as $N$ approaches $K$.
Grow a population to carrying capacity
A population grows fast when small, then slows as it nears its carrying capacity $K$ — logistic growth. Raise the growth rate and watch it level off.
| English |
|---|
| population/ˌpɒpjʊˈleɪʃn/ |
| Exponential growth/ˌekspəˈnenʃl ɡrəʊθ/ |
| logistic growth/ləˈdʒɪstɪk ɡrəʊθ/ |
| carrying capacity/ˈkæriɪŋ kəˈpæsɪti/ |
8.4
Effect of Density on Populations
Syllabus
| Big Idea | Learning Objective | Essential Knowledge |
|---|---|---|
Big Idea 4 — Systems Interactions | 8.4.A |
|
Source: College Board AP Course and Exam Description
Some factors depend on crowding, others do not:
- Density-dependent 密度制约 factors intensify as a population grows – competition, predation, disease.
- Density-independent 非密度制约 factors act regardless of density – weather, natural disasters.
These factors regulate population size around the carrying capacity.

| English |
|---|
| Density-dependent/ˈdensɪti dɪˈpendənt/ |
| Density-independent/ˈdensɪti ˌɪndɪˈpendənt/ |
8.5
Community Ecology
Syllabus
| Big Idea | Learning Objective | Essential Knowledge |
|---|---|---|
Big Idea 2 — Energetics | 8.5.A |
|
8.5.B |
|
Source: College Board AP Course and Exam Description

A community 群落 is all the interacting populations in an area. Key interactions: competition 竞争 (for shared resources), predation 捕食, symbiosis 共生 – mutualism (both benefit), commensalism (one benefits, other unaffected), and parasitism (one benefits, other harmed). These relationships shape which species coexist.

| English |
|---|
| community/kəˈmjuːnɪti/ |
| competition/ˌkɒmpəˈtɪʃn/ |
| predation/prɪˈdeɪʃn/ |
| symbiosis/ˌsɪmbaɪˈəʊsɪs/ |
8.6
Biodiversity
Syllabus
| Big Idea | Learning Objective | Essential Knowledge |
|---|---|---|
Big Idea 4 — Systems Interactions | 8.6.A |
|
8.6.B |
|
Source: College Board AP Course and Exam Description

Biodiversity 生物多样性 is the variety of life – genes, species, and ecosystems. Higher diversity generally makes a community more resilient 有韧性, better able to withstand and recover from disturbance. A keystone species 关键种 has an outsized effect, so losing it can collapse the community.

| English |
|---|
| Biodiversity/ˌbaɪəʊdaɪˈvɜːsɪti/ |
| resilient/rɪˈsɪlɪənt/ |
| keystone species/ˈkiːstəʊn ˈspiːsiːz/ |
8.7
Disruptions in Ecosystems
Syllabus
| Big Idea | Learning Objective | Essential Knowledge |
|---|---|---|
Big Idea 1 — Evolution | 8.7.A |
|
Big Idea 4 — Systems Interactions | 8.7.B |
|
8.7.C |
| |
8.7.D |
|
Source: College Board AP Course and Exam Description

Ecosystems change from natural and human causes – climate shifts, invasive species, habitat loss, and pollution. A disturbance can trigger ecological succession 生态演替 (the community rebuilds over time). Because species are interconnected, a change to one – especially a keystone or a trophic level – can ripple through the whole ecosystem.

| English |
|---|
| ecological succession/ˌekəˈlɒdʒɪkl səkˈseʃn/ |
8.7
Exam tips
- Apply the 10% rule: about 90% of energy is lost at each trophic level, so food chains are short.
- Distinguish exponential ($J$) from logistic ($S$) growth; the latter levels off at the carrying capacity ($\frac{dN}{dt}=r_{\max}N\frac{K-N}{K}$).
- Separate density-dependent (competition, disease, predation) from density-independent (weather) limiting factors.
- Name community interactions (competition, predation, symbiosis) and the effect of a keystone species.
- Explain how disturbing one species — especially a keystone or a whole trophic level — ripples through the ecosystem.
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