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ScienceCh 13 Our Environment

Our Environment: Class 10 Science · Chapter 13

Science · Companion notes, simulations and practice · Official NCERT chapter PDF ↗

Published · Updated

  • 75 min
  • 21 practice questions
  • 21 MCQs

What you will learn in Our Environment

  • Identify the biotic and abiotic components of an ecosystem and tell natural ecosystems from human-made ones
  • Classify organisms as producers, consumers (herbivores, carnivores, omnivores, parasites) or decomposers, and explain why decomposers matter
  • Build food chains and food webs and name the trophic level of each organism
  • Use the 10 per cent law to find the energy at each trophic level, and explain why energy flow is one-way and food chains are short
  • Explain biological magnification and suggest ways to cut our intake of pesticides
  • Explain how ozone forms, why the ozone layer matters, how CFCs damage it and what the Montreal Protocol has achieved
  • Sort waste into biodegradable and non-biodegradable, and propose ways to manage it, including segregation at source

Original companion text aligned to NCERT Science Class 10, Chapter 13, pp. 208–217. Not affiliated with or endorsed by NCERT.

Every year on 5 June, World Environment Day, newspapers fill with photos of tree-planting drives and beach clean-ups. But what exactly is the environment? For any living thing it is everything around it: the other plants, animals and microbes, and the air, water, soil, light and temperature, all acting on one another.

In this chapter you will see how the living and non-living parts of nature fit together and how food and energy pass from one organism to the next. You will also study two human-made problems that upset this balance: a thinning ozone layer and growing heaps of garbage.

13.1 Eco-system — What are its Components?

Walk along the raised bund of a paddy field in July. Rice plants stand in ankle-deep water, snails cling to their stems, a frog sits on the bund and an egret stalks the shallows. Hidden in the mud, bacteria and fungi are breaking down dead leaves. Sunlight, rain, warm air and the soil set the conditions for all of them. Let the field dry out and almost every organism in it is affected.

Living things never live alone: they act on one another and on the non-living things around them. All the organisms of one place plus those surroundings, working as a single unit, make up an ecosystem (पारितंत्र). Its living part is the biotic component: plants, animals and microorganisms. Its non-living part is the abiotic component: the soil and its minerals, water, sunlight, wind and how hot or cold the place is (Fig. 13.1).

Definition
Ecosystem

All the living organisms of an area (biotic components) together with their physical surroundings (abiotic components), interacting as one unit.

ExampleA pond, a forest, a paddy field.

4/4Bacteria and fungi in the mud break down dead remains. All of these together are the biotic parts.

Fig. 13.1A paddy field is an ecosystem: living things and their non-living surroundings act on one another.

A side view of a flooded paddy field. Step 1 shows only the non-living parts: the Sun and its light, moving air, a rain cloud, a layer of water and the soil below it. Step 2 adds the producers: clumps of rice plants with grain and strands of algae in the water. Step 3 adds consumers: an egret standing in the water, a frog on the mud bank and a snail on a rice stem. Step 4 adds decomposers: tiny bacteria and a small fungus on a dead leaf lying in the mud.

Ecosystems come in every size. A forest, a grassland, a pond, a lake or a stretch of sea runs on its own: these are natural ecosystems. A crop field, a park, a school garden or an aquarium is set up and looked after by people: these are human-made (artificial) ecosystems. The paddy field is human-made, because farmers choose the crop, flood the field and pull out weeds.

Compare

Two kinds of ecosystem

Natural

  • forest, grassland, pond, lake, desert, sea
  • keeps itself going without human help
  • usually has many kinds of organisms

Human-made

  • crop field, park, garden, aquarium
  • needs people to plant, water, feed or clean it
  • usually has a few chosen kinds

Producers, consumers and decomposers

In earlier classes you sorted organisms by how they get their food. Green plants, algae and some bacteria use the energy of sunlight, trapped by chlorophyll, to turn carbon dioxide and water into sugars, which they can store as starch. Every other organism lives on the food they make, so they are the producers (उत्पादक).

All other organisms are consumers (उपभोक्ता). They cannot make food, so they take it ready-made: a goat straight from the grass, a leopard second-hand by eating the goat. By diet they fall into four groups. Herbivores eat plants (a goat, a grasshopper) and carnivores eat other animals (a kingfisher, a leopard). Omnivores eat both, like a crow, a bear or most people. Parasites live on or in another living thing and feed from it, like a tapeworm or the leafless yellow amarbel (Cuscuta) that twines over hedges.

Table 13.2Who gets food how
GroupGets its food byExamples
Producersmaking it by photosynthesisgrass, rice, algae
Herbivoreseating plantscow, grasshopper, water flea
Carnivoreseating other animalsfrog, kingfisher, tiger
Omnivoreseating plants and animalscrow, bear, human
Parasitesfeeding from a living hosttapeworm, lice, amarbel
Decomposersbreaking down dead matterbacteria, mushrooms, moulds

What happens to a fallen leaf or a dead beetle? Decomposers (अपघटक), mainly bacteria and fungi, pour enzymes onto dead remains and wastes, digest them from the outside and absorb the products. Large organic molecules end up as small inorganic ones: carbon dioxide, water and mineral salts. These seep into the soil and water, and roots take them up again (Fig. 13.2).

Definition
Decomposer

A microorganism, mainly a bacterium or a fungus, that feeds on dead matter and wastes. In doing so it releases the minerals locked in them back into the soil and water.

ExampleThe white fungus that spreads over a rotting log.

4/4Roots absorb the minerals, and the same materials build new leaves.

Fig. 13.2Decomposers return the minerals in dead matter to the soil, ready for plants to use again.

A small tree stands on the left with its roots in the soil, and a dead leaf lies on the ground to its right. Step 1 labels the dead leaf. Step 2 shows mushrooms and bacteria on the leaf, which has shrunk. Step 3 shows the leaf gone and blue mineral dots spread through the soil, with an arrow running from where the leaf was towards the roots. Step 4 adds an arrow from the roots up the trunk, labelled taken up by roots.

Without decomposers, dead bodies, fallen leaves and dung would pile up, and the minerals locked inside them would never return to the soil. Plants would slowly run short of nutrients, and so would every animal that depends on plants. Producers bring energy into an ecosystem; decomposers keep its materials going round.

Quick check
1 of 4
Which of these is an abiotic component of a pond ecosystem?
Show answer

Answer (B) Dissolved oxygen

Dissolved oxygen is a physical factor of the water. Algae, bacteria and frogs are all living, so they are biotic, even though bacteria are too small to see.

13.1.1 Food Chains and Webs

List who eats whom in the paddy field and a sequence appears. Rice plants are eaten by rats, rats by cobras, and cobras by a crested serpent eagle. A sequence like this, in which each organism is eaten by the next, is a food chain (आहार श्रृंखला). Every food chain begins with a producer. A few more from around India:

  • Pond: algae → water fleas → small fish → kingfisher
  • Kitchen garden: cabbage → caterpillar → bulbul → shikra (a small hawk)
  • Sea: tiny floating algae → krill → blue whale, a short chain that ends in the largest animal ever

5/5Each feeding step is a trophic level, numbered from the producers.

Fig. 13.3A pond food chain. Each arrow means is eaten by.NCERT Fig. 13.1, 13.2 · p. 210

A food chain drawn left to right. Step 1 shows the Sun shining on a clump of algae, labelled producer. Step 2 adds an arrow to a water flea, labelled herbivore. Step 3 adds an arrow to a small fish, labelled carnivore. Step 4 adds an arrow to a kingfisher, labelled top carnivore. Step 5 adds bands under the four organisms marked level I to level IV and a long arrow saying food and energy move this way.

Number the steps of a chain from the bottom and each number is a trophic level (पोषी स्तर). Level I always belongs to the producers (autotrophs), because every bit of food energy in the chain enters through them. Plant-eaters come next at level II; they are the primary consumers. An animal that eats a plant-eater is a secondary consumer (level III), and one that eats secondary consumers is a tertiary consumer (level IV). Table 13.4 sorts two chains this way.

Definition
Trophic level

Each feeding step of a food chain. Producers are at level I, herbivores at level II, and carnivores at levels III and above.

Table 13.4Trophic levels in two chains
LevelRolePondField
Iproduceralgaerice plants
IIprimary consumer (herbivore)water fleasrats
IIIsecondary consumersmall fishcobras
IVtertiary consumerkingfisherserpent eagle

How energy flows

Food is fuel. The energy stored in a chapati lets you walk, think and stay warm. So when one organism eats another, energy moves along the chain. It all starts with sunlight: producers change light energy into chemical energy stored in food. From them it passes to herbivores and carnivores and, whenever anything dies, to decomposers.

Every transfer is wasteful. As you have learnt, whenever energy changes from one form to another, part of it ends up as heat that cannot be used again. Measurements in real ecosystems show how big the losses are:

  • Of all the sunlight that lands on a leaf, only about 1 % ends up stored in food. The rest is reflected, passes through or simply warms the leaf.
  • Think of a goat grazing. Part of the grass's energy leaves undigested in its dung. Most of what the goat absorbs is burnt to keep it warm, walking and breathing, and escapes as heat. Only about 10 % ends up as new goat flesh, the part a leopard could eat.
  • The same happens at every later step, so roughly a tenth of the energy at one level reaches the next. This rule of thumb is the 10 per cent law.
LawThe 10 per cent law

On average, only about 10 % of the energy held at one trophic level passes to the next. The other 90 % is used in life processes or lost as heat.

Example 13.1

Energy down a grassland chain

On a sunny day 500 000 kJ (5 lakh kJ) of sunlight falls on the grass in a meadow. Follow the chain grass → grasshopper → frog → snake. How much energy is stored at each level, and what fraction of the sunlight reaches the snakes?

Try it yourself first. Then reveal the solution one step at a time.

Example 13.2

Working backwards from a heron

A heron gets 120 kJ of energy a day by eating small fish in the chain algae → water fleas → small fish → heron. Using the 10 per cent law, how much energy must each lower level hold, and how much sunlight must fall on the algae?

Try it yourself first. Then reveal the solution one step at a time.

Look back at Example 13.1: the snakes get 5 kJ out of the 5000 kJ the grass stored. A fifth level would get half a kilojoule, far too little to keep a population of predators alive. So most food chains stop after three or four steps, and top carnivores such as tigers and eagles are rare and need huge territories.

The same losses explain numbers. A meadow holds millions of grass plants, fewer grasshoppers, fewer frogs still and only a handful of snakes. In most ecosystems the producers are the most numerous, and the number of individuals falls as you go up the trophic levels.

InteractiveFood-chain energy explorer

A food-chain explorer with three chains to choose from: field (rice plants, rats, cobras, serpent eagles), pond (algae, water fleas, small fish, big fish, herons) and garden (cabbage plants, caterpillars, bulbuls, shikras). A slider sets the sunlight falling on the plants in a day, from 1 to 20 lakh kJ. The producers store 1 % of it. Each press of Pass energy up one level adds the next level with 10 % of the energy below it, and splits the lower bar into the tenth passed on and the nine-tenths used or lost as heat. All bars share one scale, so upper bars become too thin to see and are marked with an arrow. A status line explains each transfer and, at the top of the chain, gives the fraction of the sunlight that reached it.

Fig. 13.4Pick a chain and the amount of sunlight, then pass the energy up one level at a time and watch the bars shrink.

Put these losses together and you get the energy-flow picture in Fig. 13.5. It makes two key points. Energy moves in one direction only, like water down a staircase. Nothing a goat eats ever flows back into the grass, and nothing the grass traps goes back to the Sun. And the amount dwindles at each step, since every level spends most of what it gets and loses it as heat. Materials are different: decomposers hand carbon, nitrogen and minerals back to the soil, so materials go round in cycles while energy passes through once.

5/5No energy flows back to a lower level: the flow is unidirectional.

Fig. 13.5Energy flows one way and shrinks at every level.NCERT Fig. 13.4 · p. 211

A left-to-right flow diagram, not to scale. Step 1 shows the Sun and a thick band of light entering a large green block of producers, labelled about 1 %. Step 2 adds smaller and smaller blocks for herbivores, carnivores and top carnivores, joined by arrows that get thinner, each labelled 10 %. Step 3 adds wavy red arrows rising from every block, labelled heat. Step 4 adds dashed arrows from every level down to a long decomposers bar. Step 5 adds a dashed arrow from herbivores back to producers, crossed out and labelled no way back.

Real feeding relationships are rarely a single line. Grasshoppers are eaten by frogs and also by mynas; snakes eat frogs as well as rats; an eagle takes snakes, rats, hares and birds. Join all these chains and you get a criss-crossing network, a food web (आहार जाल) (Fig. 13.6). One organism can even sit at different levels: a snake eating a rat is a secondary consumer, but a snake eating a frog is a tertiary consumer.

3/4All the links together form a food web.

Fig. 13.6A food web: many food chains linked together.NCERT Fig. 13.3 · p. 211

Organisms are drawn as labelled ovals in rows: grass and wheat at the bottom; grasshopper, rat and hare above; myna, frog and snake above them; and an eagle at the top, with arrows pointing from food to eater. Step 1 highlights one chain in solid blue: grass, grasshopper, frog, snake, eagle. Step 2 adds a second chain in dashed orange: wheat, rat, snake, eagle. Step 3 shows every link at full strength, so the chains cross into a web. Step 4 crosses out the rat and fades its links, while the snake and eagle still have other arrows leading to them.

Webs make an ecosystem steadier. If disease wipes out the rats in a field, snakes and eagles can switch to frogs, birds and hares. An animal that depends on a single food has no such back-up.

Quick check
1 of 4
The producers in a pond hold 8000 kJ of energy. How much energy reaches the secondary consumers?
kJ
Show answer

Answer 80 kJ

Producers 8000 kJ → primary consumers 800 kJ → secondary consumers 80 kJ. Answering 800 kJ stops one level too early.

Harmful chemicals in the food chain

Food chains can carry poisons as well as energy. Farmers spray pesticides to kill insects, fungi and weeds, but much of the spray never touches a pest. It drips onto the ground or drifts in the wind, and the next rain carries it into the soil, ditches and village ponds. Roots soak it up with soil water, and algae and water plants absorb it straight from the pond. Once it is inside a producer, it is on the menu for everything above.

Many such chemicals, like the insecticide DDT, are hard to break down and dissolve in fat rather than in water. An animal can neither digest nor excrete them, so they stay in its body fat. A small fish eats thousands of plankton over its life and keeps the chemical from all of them; a heron eats hundreds of such fish. So the concentration rises at every step up the chain (Fig. 13.7). This build-up is biological magnification (जैव आवर्धन). We humans eat from the top of many chains (fish, meat, milk), so our own bodies can end up with some of the highest doses.

Definition
Biological magnification

The increase in concentration of a non-degradable chemical, such as a pesticide, at each successive trophic level of a food chain.

ExampleDDT in lake water becomes far more concentrated in fish-eating birds.

5/5The fish-eating heron at the top carries the highest concentration.

Fig. 13.7The pesticide gets more concentrated at each higher trophic level.

A staircase of four levels rising from left to right, with red dots standing for pesticide. Step 1 shows a sprayed crop field with a runoff arrow into lake water that holds only three scattered dots. Step 2 adds three plankton in the water, each with one dot. Step 3 adds a small fish one step up, holding five dots. Step 4 adds a big fish higher up with ten dots. Step 5 adds a heron at the top with fifteen dots and the label highest at the top.

That is why food-testing laboratories regularly find traces of pesticides in cereals, vegetables, fruit, milk and fish. A rinse under the tap removes residue sitting on the skin of a tomato, but not the chemical the plant has already drawn into its tissues.

Quick check
1 of 3
A lake is polluted with a pesticide that does not break down. Where will its concentration be highest?
Show answer

Answer (C) In the fish-eating birds

The chemical concentrates at each level, so the top consumers, the fish-eating birds, carry the most. The water itself has the lowest concentration of all.
Practice · 2 questions

Practice 13.1 (NCERT in-text questions, p. 212): questions with answers

  1. Short answerEasyNCERT in-text Questions p. 212, Q1

    In a village pond you see algae, mosquito larvae, small fish and a kingfisher. What is a trophic level? Arrange the four into a food chain and name the trophic level of each.

    Show solution

    AnswerAlgae (I, producer) → mosquito larvae (II, primary consumer) → small fish (III, secondary consumer) → kingfisher (IV, tertiary consumer).

    A trophic level is a feeding step in a food chain, counted from the producers. The chain is algae → mosquito larvae → small fish → kingfisher.

    • Algae: level I, producer.
    • Mosquito larvae: level II, primary consumer (herbivore).
    • Small fish: level III, secondary consumer.
    • Kingfisher: level IV, tertiary consumer.
  2. Short answerEasyNCERT in-text Questions p. 212, Q2

    A farmer leaves the stubble of last season's crop in the field to rot instead of burning it. What do decomposers do to the stubble, and how does this help the next crop?

    Show solution

    AnswerThey break it into simple inorganic substances, including minerals, which return to the soil for the next crop.

    Bacteria and fungi in the soil release enzymes onto the stubble. They digest its large organic molecules down to carbon dioxide, water and mineral salts. The minerals return to the soil, where the roots of the next crop absorb them. So decomposers recycle nutrients and also clear dead matter away; burning the stubble instead wastes much of its organic matter and pollutes the air.

13.2 How do our Activities affect the Environment?

No other species changes its surroundings as much as we do. We clear forests, dam rivers, burn fuels and bury land under rubbish, and those changes come back to affect us. Two such problems get a close look here: the thinning of the ozone layer and the garbage we throw away. (Air, water and soil pollution were the topic of Class 9.)

13.2.1 Ozone Layer and How it is Getting Depleted

About 15–35 km above you, in the stratosphere, is a thin spread of a gas that keeps you alive: the ozone layer (ओज़ोन परत). It absorbs most of the Sun's ultraviolet (UV) radiation before it reaches the ground. The gas is ozone, a form of oxygen whose molecule has three atoms, OX3, instead of the two in the oxygen we breathe, OX2. Down at street level the same gas is a pollutant: it forms in city smog and harms the lungs.

UV radiation carries enough energy to damage DNA. In people it causes sunburn, skin cancer and cataract (clouding of the eye lens), and it weakens the body's defences. It also stunts crop plants and harms the floating algae at the base of ocean food chains. So damage to the ozone layer affects whole ecosystems, not just us.

Curiously, the shield is built by the very radiation it blocks. When high-energy UV strikes an oxygen molecule, it can break the bond between its two atoms (13.1). A lone oxygen atom is too reactive to stay single for long: it latches on to an intact oxygen molecule, and the three-atom result is ozone (13.2).

UV splits oxygen
OX2→UVO+O
(13.1)
Ozone forms
O+OX2→OX3
(13.2)

5/5Chlorine from CFCs destroys ozone, the layer thins and more UV reaches the ground.

Fig. 13.8Ozone forms high in the sky and blocks UV; CFCs from the ground thin it.

A side view of the sky with the Sun at top left, a dashed band labelled ozone layer, 15 to 35 km up, and the ground with a refrigerator and a spray can. Step 1 shows zigzag UV arrows from the Sun stopping at the ozone band. Step 2 shows a panel in which UV splits an oxygen molecule of two atoms into two separate atoms. Step 3 shows a free atom joining an oxygen molecule to make a three-atom ozone molecule. Step 4 shows CFC molecules drifting up from the fridge and spray can towards the band. Step 5 shows part of the band faded and labelled thinner, with more UV arrows reaching the ground.

By the mid-1980s, instruments on the ground and on satellites were recording a steep loss of ozone. It was worst over Antarctica, where a seasonal ozone hole opens every September and October. The main culprits were synthetic chlorofluorocarbons (CFCs). They were once widely used as coolants in refrigerators and air conditioners, in spray cans and for making foam. Related bromine compounds called halons, used in fire extinguishers, did similar damage. CFCs are so unreactive that they last for decades and slowly drift up to the stratosphere. There UV breaks them apart and frees chlorine atoms, which destroy ozone.

Once scientists had shown the link, countries acted together. In 1987 they signed the Montreal Protocol, arranged by the United Nations Environment Programme (UNEP). It first froze CFC production at 1986 levels. Later revisions phased out CFCs and most other ozone-destroying chemicals altogether, so fridges, air conditioners and sprays everywhere switched to ozone-safe gases. India stopped producing and using CFCs on 1 August 2008, ahead of the deadline for developing countries.

It is working. The 2022 UN scientific assessment, published in January 2023, expects the ozone layer to return to its 1980 level by about 2040 over most of the world. Over the Arctic it should recover by about 2045, and over Antarctica by about 2066. NASA and NOAA ranked the 2025 Antarctic ozone hole the fifth smallest since 1992. There is a twist: some replacement gases, the HFCs, do not harm ozone but trap heat strongly, so the 2016 Kigali Amendment now phases them down too. India ratified it in 2021.

Timeline

Saving the ozone layer

  1. 1974

    CFCs suspected

    Mario Molina and Sherwood Rowland showed that CFCs could release chlorine high in the atmosphere and destroy ozone.

  2. 1985

    Ozone hole reported

    British Antarctic Survey scientists reported a deep spring-time drop in ozone over Antarctica.

  3. 1987

    Montreal Protocol signed

    Signed on 16 September; the date is now World Ozone Day.

  4. 1995

    Nobel Prize

    Paul Crutzen, Mario Molina and Sherwood Rowland shared the chemistry prize for their ozone research.

  5. 2008

    India ends CFCs

    Production and use stopped on 1 August 2008.

  6. 2009

    Every country on board

    The protocol became the first UN treaty ratified by every country.

  7. 2016

    Kigali Amendment

    Countries agreed to phase down HFCs, ozone-safe gases that warm the climate.

  8. 2025

    A small hole

    NASA and NOAA ranked that year's Antarctic ozone hole the fifth smallest since 1992.

Quick check
1 of 4
The ozone layer high in the atmosphere matters to us because it:
Show answer

Answer (D) absorbs most of the Sun's harmful UV radiation

Ozone absorbs UV, which causes skin cancer and cataract. We breathe ordinary oxygen, OX2, not ozone.

13.2.2 Managing the Garbage we Produce

Think of everything that left your home in yesterday's dustbin: vegetable peels, a milk packet, a biscuit wrapper, perhaps a broken pen. Once the bin is emptied, most of us never think about it again. Where does it end up, and does it ever disappear? A two-month experiment answers the second question.

Why do some things vanish while others last? Decomposers break dead matter down with enzymes, and as you saw in Life Processes, enzymes are specific: each acts only on particular substances. Your gut has enzymes for the starch in a roti but none for the cellulose in its bran, so the bran passes through undigested. Over millions of years, bacteria and fungi have evolved enzymes for natural materials such as cellulose (in paper, cotton and wood), proteins and fats.

Plastics, synthetic fibres and metals such as aluminium are new, human-made materials, and almost no microbe has enzymes that can attack them. Sunlight and weathering slowly make plastics brittle, so they crumble into fragments. But the fragments are still plastic, and in soil or water they linger for decades or even centuries.

Definition
Biodegradable

Able to be broken down into simple substances by bacteria, fungi and other living things.

ExampleVegetable peels, paper, cotton, cow dung.

Definition
Non-biodegradable

Not broken down by living things, so it lasts for years or even centuries.

ExamplePolythene, plastic bottles, glass, aluminium foil.

A glass bottle lying in a field does little harm: it is inert, just very long-lived. Many other non-biodegradable things are harmful. A cow that swallows polythene bags with food scraps can die of a blocked stomach, and metals leaking from old batteries poison soil and water.

Compare

Two kinds of waste

Biodegradable

  • broken down by bacteria and fungi
  • peels, leftover food, paper, cotton, wood, dung
  • if dumped: smell, flies, disease, methane gas
  • can become compost or biogas

Non-biodegradable

  • not broken down by living things
  • polythene, PET bottles, glass, foil, batteries
  • lasts for years, blocks drains, harms animals
  • must be reused, recycled or safely disposed of
Quick check
1 of 2
Pick all the biodegradable items.
Select all that apply
Show answer
Answer
  • (A) mango peel
  • (B) cotton thread
  • (D) used notebook
Peel, cotton and paper come from plants, so microbes can digest them. Polythene and aluminium are not attacked by microbes.
Practice · 3 questions

Practice 13.2 (NCERT in-text questions, p. 214): questions with answers

  1. Short answerEasyNCERT in-text Questions p. 214, Q1

    A cotton handkerchief buried in damp soil rots within a few months, but a nylon one is still whole years later. Explain why.

    Show solution

    AnswerMicrobes have enzymes that digest cotton's cellulose but none for nylon, a synthetic material.

    Decomposers break materials down with enzymes, and each enzyme acts only on particular substances. Cotton is cellulose from a plant, and soil bacteria and fungi have enzymes for cellulose, so the cotton is biodegradable. Nylon is a synthetic polymer that microbes have no enzymes for, so it is non-biodegradable and persists.

  2. Short answerEasyNCERT in-text Questions p. 214, Q2

    Vegetable waste from a market is dumped every day beside a lake. Describe two problems this rotting waste can cause.

    Show solution

    AnswerAny two: smell, flies and disease near the heap; rotting in the lake uses up oxygen so fish die; methane from the heap.

    • The rotting heap smells and breeds flies, mosquitoes and rats that spread disease.
    • Waste washed into the lake is decomposed by bacteria that use up the dissolved oxygen, so fish suffocate.
    • Heaps without air release methane, a strong greenhouse gas.

    Handled well, the same waste is useful: composted, it becomes manure for fields.

  3. Short answerEasyNCERT in-text Questions p. 214, Q3

    Plastic packets keep turning up in a town's drains and fields. What two kinds of harm can they do there?

    Show solution

    AnswerAny two: they block drains and cause flooding; animals swallow them; they stop water and air reaching soil; they break into microplastics.

    • Packets clog drains, so rainwater backs up and floods streets.
    • Cows, dogs and fish swallow them and can die.
    • In a field they stop water and air from reaching the soil, harming crops.
    • Over the years they crack into microplastics that spread through soil and water.

How much waste, and where does it go?

The problem is easy to see from any bus window: overflowing community bins, plastic snagged on fences, a smouldering heap at the edge of town. According to Central Pollution Control Board (CPCB) data for 2021–22, India's towns and cities produce about 1.7 lakh tonnes of solid waste a day. Only a little over half of it is processed, and much of the rest ends up in open dumps and landfills.

Example 13.3

Reading a family's waste audit

A family of four weighs one day's waste: kitchen waste 0.90 kg, paper 0.20 kg, plastic packets and bottles 0.35 kg, and glass and other items 0.15 kg. Find (a) the percentage that is biodegradable, (b) the waste per person per day, and (c) the family's total waste in a year.

Try it yourself first. Then reveal the solution one step at a time.

Compare a grocery trip today with one your grandparents made. They carried a cloth bag, the grocer wrapped dal in newspaper and curd went home in a steel tiffin. Today the same items come in plastic pouches, many made of bonded layers of plastic and foil that are very hard to recycle. We also buy more, and more of it is designed to be used once: paper plates, plastic spoons, shampoo sachets, single-serve snacks, delivery boxes and bubble wrap. So the heap keeps growing, and a bigger share of it will never rot.

What we can do

Cleaner surroundings start at home. The most useful habit is segregation at source: keeping different kinds of waste apart from the moment they are thrown away, so that each can be treated properly. India's Solid Waste Management Rules, 2026, in force from 1 April 2026, require every household to separate its waste into four streams (Fig. 13.10):

  • Wet waste: kitchen waste, peels, leftover food, flowers. It goes for composting or biogas.
  • Dry waste: plastic, paper, metal, glass, wood, rubber. It goes to material recovery facilities for sorting and recycling.
  • Sanitary waste: used diapers and sanitary pads. It is wrapped securely and kept apart.
  • Special care waste: paint cans, bulbs, mercury thermometers, old medicines. Authorised agencies collect it, or you drop it at a collection centre.

3/3Kept separate, each stream can be composted, recycled or disposed of safely.

Fig. 13.10Segregation at source: four streams under India's Solid Waste Management Rules, 2026.

Four bins stand in a row, labelled wet, dry, sanitary and special care. Step 1 shows the empty bins. Step 2 shows items dropping in: a banana peel into wet, a plastic bottle into dry, a folded pad into sanitary, and a battery and a bulb into special care. Step 3 adds arrows below each bin to where the stream goes: compost or biogas; sorting and recycling; wrapped and kept apart; and a collection centre.

Beyond sorting, follow the three Rs in order of value. Reduce: buy less, refuse single-use items, carry a cloth bag and a water bottle. Reuse: refill jars, pass on clothes and books, repair before replacing. Recycle: send paper, metal, glass and clean plastic to be made into new goods. Wet waste can become compost in a garden pit or a khamba (a stack of clay pots), or biogas for cooking. India has also banned many single-use plastic items, such as plastic cutlery, straws and plastic-stick earbuds, since 1 July 2022.

Step by step

From bottle to T-shirt

Step 1 of 5

Collect

Rag-pickers, kabadiwalas and collection drives gather used PET bottles (marked with the number 1 in a triangle).

1 / 5
Quick check
1 of 4
Under India's Solid Waste Management Rules, 2026, a used diaper goes into which stream?
Show answer

Answer (C) sanitary waste

Used diapers and sanitary pads are sanitary waste, wrapped and kept apart. They do not go with wet kitchen waste, even though they are damp.
Practice · 2 questions

Practice 13.3 (NCERT in-text questions, p. 216): questions with answers

  1. Short answerMediumNCERT in-text Questions p. 216, Q1

    Ozone is called both a pollutant and a protector. Explain what it is, and how a much thinner ozone layer over a sea could affect the sea's ecosystem, starting with its producers.

    Show solution

    AnswerOzone is OX3, a form of oxygen. More UV would harm the floating algae, so less food and energy would pass up to every consumer level.

    Ozone is a molecule of three oxygen atoms, OX3. High in the atmosphere it absorbs most of the Sun's UV radiation.

    If the layer thinned, more UV would reach the sea surface and damage the floating algae, the producers. With fewer producers, less energy would enter the food chain, so tiny animals, fish and the birds and mammals that eat fish would all have less food. Because every chain starts with producers, harm at the base spreads to the whole ecosystem.

  2. Short answerEasyNCERT in-text Questions p. 216, Q2

    Suggest two things your school could do to cut down the waste it sends to the landfill.

    Show solution

    AnswerAny two: separate wet and dry waste; compost canteen and garden waste; refill water bottles; reuse paper and send the rest for recycling; avoid single-use plastic.

    • Keep separate bins for wet and dry waste in every corridor and the canteen.
    • Compost canteen scraps and fallen leaves in a pit and use the compost in the school garden.
    • Ask students to bring refillable bottles and steel lunch boxes instead of packets.
    • Collect used paper for recycling and use both sides of every sheet.
Recap

Our Environment: key points and summary

  1. An ecosystem is the organisms of an area together with their non-living surroundings, all acting on one another (Section 13.1).
  2. Producers make food from sunlight; consumers (herbivores, carnivores, omnivores, parasites) eat it; decomposers return minerals to the soil (Producers, consumers, decomposers).
  3. A food chain shows who eats whom; each step is a trophic level, and the arrow points to the eater (Section 13.1.1).
  4. Plants store about 1 % of the sunlight, and about 10 % of the energy passes from one level to the next (Law).
  5. Energy flows one way and shrinks at each level, so food chains are short, usually three or four links (How energy flows).
  6. Food chains interlink into food webs, which make an ecosystem steadier (Fig. 13.6).
  7. Non-degradable chemicals such as pesticides concentrate up a food chain: biological magnification (Harmful chemicals).
  8. The ozone layer absorbs harmful UV; CFCs thinned it, and the 1987 Montreal Protocol is helping it recover (Section 13.2.1).
  9. Waste is biodegradable or non-biodegradable, depending on whether microbes have enzymes to break it down (Section 13.2.2).
  10. Segregation at source, composting and reduce–reuse–recycle make waste manageable (What we can do).
Practice · 14 questions

Practice questions with answers (NCERT “Exercises”)

  1. Quick answerEasyNCERT Exercises Q1

    Which group contains only biodegradable items?

    Show answer

    Answer (B) jute sack, cotton rag, banana peel

    Jute, cotton and banana peel all come from plants. Each other group has one item microbes cannot break down: polythene, glass or aluminium.
  2. Quick answerEasyNCERT Exercises Q2

    Which of these sets forms a food chain?

    Show answer

    Answer (C) algae, water fleas, small fish

    Water fleas eat algae and small fish eat water fleas. The first set is all producers, the second all herbivores, and the last has two producers and one consumer.
  3. Quick answerEasyNCERT Exercises Q3

    Which of these are environment-friendly habits? Pick all that apply.

    Select all that apply
    Show answer
    Answer
    • (A) taking a steel bottle to school instead of buying bottled water
    • (C) cycling to a friend's house nearby
    • (D) putting vegetable peels in a compost pit
    Refilling a bottle avoids plastic waste, cycling uses no fuel and composting recycles nutrients. An AC running in an empty room wastes electricity, and burning plastic releases toxic smoke.
  4. Long answerMediumNCERT Exercises Q4

    A spray kills every herbivorous insect in a large field, wiping out the whole second trophic level.

    1. What happens to the frogs and birds that eat these insects?

      Show solution

      AnswerThey lose their food, so they starve, move away or decline.

      With level II gone, no energy passes upward, so the secondary consumers lose their food. Their numbers fall, or they leave the field; their predators, such as snakes, then suffer in turn.

    2. What happens to the plants at first?

      Show solution

      AnswerWith nothing eating them, they grow unchecked for a while.

      No herbivores means no grazing, so the plants at first grow and spread unchecked. Without the insects that pollinate some of them, some species may later set fewer seeds.

    3. Why does the whole ecosystem become less stable?

      Show solution

      AnswerEnergy flow is cut at one level and the balance between levels breaks.

      Every level depends on the one below for energy and helps control the one below by feeding on it. Removing one level cuts the energy supply to all higher levels and removes the check on the level below, so the ecosystem's balance is lost.

  5. Long answerMediumNCERT Exercises Q5

    Compare the effect on a forest of removing (i) all its producers and (ii) all its top carnivores. Is there any trophic level whose loss would do no harm?

    Show solution

    AnswerRemoving producers collapses everything; removing top carnivores lets herbivores multiply and overgraze. No level can be removed without harm.

    (i) Producers are the only route by which energy enters the ecosystem. Without them every consumer and, finally, the decomposers starve: the ecosystem collapses.

    (ii) Without tigers or leopards, deer and other herbivores multiply, overgraze the young plants and strip the undergrowth. The forest slowly degrades, and then the herbivores themselves starve.

    So the impact differs from level to level, but it is never zero. Even decomposers cannot be removed: dead matter would pile up and the soil would lose its minerals.

  6. Short answerMediumNCERT Exercises Q6

    Tests on a lake near sprayed farms give these pesticide concentrations (parts per million): water 0.0005, algae 0.04, small fish 0.5, big fish 2, heron 25.

    1. Define biological magnification.

      Show solution

      AnswerThe rise in concentration of a non-degradable chemical at each higher trophic level.

      It is the build-up of a chemical that cannot be broken down or excreted, so its concentration increases at each successive trophic level of a food chain.

    2. Use the data to say whether the pesticide builds up equally at every step.

      Show solution

      AnswerNo: it rises at every step, from 0.0005 ppm in the water to 25 ppm in the heron.

      No. Each consumer eats many organisms from the level below and keeps their pesticide. So the concentration climbs at every step: the algae hold 80 times as much as the water, and the heron 50 times as much as the small fish.

    3. How many times more concentrated is the pesticide in the heron than in the small fish?

      times
      Show answer

      Answer 50 times

      25÷0.5=50.
    4. Why should this worry people living nearby?

      Show solution

      AnswerPeople who eat fish from the lake are at the top of the chain and take in the highest dose.

      People who eat the lake's fish sit at the top of this chain, like the heron. They take in the most concentrated pesticide, which collects in their body fat over the years.

  7. Short answerEasyNCERT Exercises Q7

    A city's plastic, glass and metal waste never rots. Describe four problems this creates.

    Show solution

    AnswerBlocked drains and flooding; animals swallowing plastic; poisoned or infertile soil; ever-growing landfills and microplastics.

    • Plastic bags and wrappers block drains, so streets flood in heavy rain.
    • Stray cows and dogs eat plastic with food scraps and fall ill or die.
    • Batteries and e-waste leak toxic metals into soil and groundwater.
    • It never rots, so landfills keep growing, and plastics slowly break into microplastics.
  8. Short answerMediumNCERT Exercises Q8

    Your friend says, "If every bit of our waste were biodegradable, waste would cause no problems at all." Do you agree? Give reasons.

    Show solution

    AnswerNo: dumped in large amounts, even biodegradable waste smells, spreads disease, gives off methane and pollutes water.

    No. Biodegradable waste causes fewer long-term problems, but in large heaps it still rots and smells, breeds flies, mosquitoes and rats, and releases methane, a greenhouse gas. Washed into a pond, it is decomposed by bacteria that use up the dissolved oxygen, killing fish. It is harmless only when handled properly, for example composted or used to make biogas.

  9. Long answerMediumNCERT Exercises Q9

    The ozone hole forms over Antarctica. Why should its thinning worry people in India too? What has been done, worldwide and in India, to repair the ozone layer?

    Show solution

    AnswerMore UV would raise skin cancer and cataract and harm crops and plankton everywhere. The 1987 Montreal Protocol phased out CFCs, and India ended CFC use in 2008.

    The ozone layer surrounds the whole planet, and ozone-destroying chemicals spread through the whole atmosphere, so thinning is not confined to Antarctica. More UV would raise rates of skin cancer and cataract, weaken immunity, reduce crop yields and harm the floating algae that feed ocean food chains.

    Steps taken: under the 1987 Montreal Protocol, arranged by UNEP, countries first froze and then phased out CFCs, halons and other ozone-depleting chemicals. Makers switched fridges, air conditioners and sprays to ozone-safe gases, and every UN member has now ratified the treaty. India stopped producing and using CFCs in August 2008 and has ratified the 2016 Kigali Amendment that phases down HFCs. The ozone layer is now expected to recover to its 1980 level by about 2066 over Antarctica, and sooner elsewhere.

  10. Quick answerEasy

    In a food chain the producers hold 40 000 kJ of energy. Using the 10 per cent law, how much energy reaches the tertiary consumers?

    kJ
    Show answer

    Answer 40 kJ

    40 000 → 4000 (primary) → 400 (secondary) → 40 kJ (tertiary).
  11. Quick answerMedium

    Assertion (A): Food chains in nature rarely have more than four or five trophic levels. Reason (R): At each transfer only about 10 % of the energy is passed on to the next level.

    Show answer

    Answer (A) Both A and R are true, and R explains A

    Both are true, and the steep energy loss in R is exactly why so little energy is left after four or five levels.
  12. Quick answerEasy

    Match each organism with the way it gets food.

    Tap an item on the left, then its match on the right.

    Show answer
    Answer
    • algae : producer
    • goat : herbivore
    • kingfisher : carnivore
    • amarbel : parasite
    • mushroom : decomposer
    Algae photosynthesise; goats eat plants; kingfishers eat fish; amarbel draws food from its host plant; mushrooms feed on dead matter.
  13. Quick answerEasy

    Put the steps by which a pesticide reaches people in order.

    1. Fish eat the plankton
    2. Rain washes it into a lake
    3. Pesticide sprayed on crops
    4. People eat the fish
    5. Plankton take it up
    Show answer
    Answer
    1. Pesticide sprayed on crops
    2. Rain washes it into a lake
    3. Plankton take it up
    4. Fish eat the plankton
    5. People eat the fish
    The pesticide passes from the field into the water, then up the food chain to us.
  14. Short answerMedium

    Case study: A housing society in Pune starts sorting its waste under the Solid Waste Management Rules, 2026. Answer the following.

    1. A broken CFL bulb goes into which stream?

      Show answer

      Answer (D) special care

      CFLs contain mercury, so bulbs are special care waste for an authorised collector.
    2. Mango peels and stale chapatis go into which stream?

      Show answer

      Answer (A) wet

      Kitchen waste is wet waste, which can be composted.
    3. Old newspapers and a cracked plastic bucket go into which stream?

      Show answer

      Answer (B) dry

      Paper and plastic are dry waste, sent for sorting and recycling.
    4. Give two benefits of sorting waste at home rather than at the landfill.

      Show solution

      AnswerClean streams can be composted or recycled; less waste reaches the landfill and workers avoid handling dirty, hazardous mixed waste.

      Sorted at home, wet waste stays clean enough to compost and dry waste stays clean enough to recycle, so far less ends up in the landfill. It also keeps hazardous items such as bulbs and medicines away from waste workers, who would otherwise have to pick through a mixed, dirty heap.

Flash cards · 8

Key terms

1 / 8

Find your NCERT exercise question

Our practice questions are written for ncert.ai and follow the NCERT exercises. Find the one that matches the question in your textbook; its answer is with it.

In your NCERT textbookPractice question here
NCERT in-text Questions p. 212, Q1Practice 13.1 (NCERT in-text questions, p. 212) · Q1
NCERT in-text Questions p. 212, Q2Practice 13.1 (NCERT in-text questions, p. 212) · Q2
NCERT in-text Questions p. 214, Q1Practice 13.2 (NCERT in-text questions, p. 214) · Q1
NCERT in-text Questions p. 214, Q2Practice 13.2 (NCERT in-text questions, p. 214) · Q2
NCERT in-text Questions p. 214, Q3Practice 13.2 (NCERT in-text questions, p. 214) · Q3
NCERT in-text Questions p. 216, Q1Practice 13.3 (NCERT in-text questions, p. 216) · Q1
NCERT in-text Questions p. 216, Q2Practice 13.3 (NCERT in-text questions, p. 216) · Q2
NCERT Exercises Q1Exercises · Q1
NCERT Exercises Q2Exercises · Q2
NCERT Exercises Q3Exercises · Q3
NCERT Exercises Q4Exercises · Q4
NCERT Exercises Q5Exercises · Q5
NCERT Exercises Q6Exercises · Q6
NCERT Exercises Q7Exercises · Q7
NCERT Exercises Q8Exercises · Q8
NCERT Exercises Q9Exercises · Q9

Quick check: MCQs on Our Environment

  1. Producers, consumers and decomposers4 questions
  2. How energy flows4 questions
  3. Harmful chemicals in the food chain3 questions
  4. 13.2.1 Ozone Layer and How it is Getting Depleted4 questions
  5. 13.2.2 Managing the Garbage we Produce2 questions
  6. What we can do4 questions
Glossary · 15

Key terms (English–Hindi)

10 per cent lawदस प्रतिशत नियमdas pratishat niyam
On average only about 10 % of the energy at one trophic level is passed on to the next.First seen in the chapter →
abiotic componentअजैव घटकajaiv ghatak
The non-living part of an ecosystem, such as soil and its minerals, water, sunlight, wind and temperature.First seen in the chapter →
biodegradableजैव निम्नीकरणीयjaiv nimnikaraniya
Able to be broken down into simple substances by bacteria, fungi and other living things.
biological magnificationजैव आवर्धनjaiv aavardhan
The rise in concentration of a non-degradable chemical at each higher trophic level of a food chain.First seen in the chapter →
biotic componentजैव घटकjaiv ghatak
The living part of an ecosystem: plants, animals and microorganisms.First seen in the chapter →
chlorofluorocarbons (CFCs)क्लोरोफ्लोरोकार्बनchlorofluorocarbon
Man-made compounds of chlorine, fluorine and carbon, once used in fridges and sprays, that release ozone-destroying chlorine high in the atmosphere.First seen in the chapter →
consumerउपभोक्ताupbhokta
An organism that gets food by eating producers or other consumers.First seen in the chapter →
decomposerअपघटकapghatak
A microorganism, mainly a bacterium or fungus, that feeds on dead matter and wastes and so releases their minerals back into soil and water.First seen in the chapter →
ecosystemपारितंत्रparitantra
All the organisms of an area together with their non-living surroundings, acting on one another as one unit.First seen in the chapter →
food chainआहार श्रृंखलाaahaar shrinkhala
A sequence of organisms in which each one is eaten by the next, starting with a producer.First seen in the chapter →
food webआहार जालaahaar jaal
A network of interlinked food chains in an ecosystem.First seen in the chapter →
non-biodegradableअजैव निम्नीकरणीयajaiv nimnikaraniya
Not broken down by living things, so it lasts for years or even centuries.First seen in the chapter →
ozone layerओज़ोन परतozone parat
The region of the upper atmosphere, about 15–35 km up, rich in ozone (OX3), that absorbs most of the Sun's ultraviolet radiation.First seen in the chapter →
producerउत्पादकutpaadak
An organism that makes its own food from simple substances using sunlight, such as a green plant or an alga.First seen in the chapter →
trophic levelपोषी स्तरposhi star
A feeding step in a food chain; producers form the first level.First seen in the chapter →