1. Go HERE for the Bozeman walkthrough video that explains the procedure.
2. Go HERE for the Lab Handout
Monday, December 9, 2019
Wednesday, December 4, 2019
8.3: The Calvin Cycle Uses the Chemical Energy of ATP and NADPH to Reduce CO2 to Sugar
8.3: The Calvin Cycle Uses the Chemical Energy of ATP and NADPH to Reduce CO₂ to Sugar
Key Terms: Glyceraldehyde 3-phosphate (G3P), Rubisco, C₃ Plants, Photorespiration, C₄ Plants, Crassulacean Acid Metabolism (CAM), CAM Plants
BELLWORK: Watch and take your own notes on the Photosynthesis: Calvin Cycle Khan Academy video
IN CLASS READING of Concept 8.3: Pages 173-177 in your text.
From page 173:
1. Explain how the Calvin cycle is similar to the citric acid cycle.
2. Describe how the Calvin cycle is different from the citric acid cycle.
3. State how carbon enters and leaves the Calvin cycle.
4. List the 2 energy molecules consumed during the Calvin cycle.
5. State the name of the carbohydrate produced directly from the Calvin cycle (hint: it's not glucose)
6. State how many times the Calvin cycle must take place for the synthesis of one of these molecules.
From page 174
7. Explain how CO₂ gets incorporated in the Calvin cycle.
8. State the name of the enzyme that catalyzes the first step in the Calvin cycle.
9. Hypothesize as to why this enzyme is thought to be the most abundant on Earth.
10. List how many ATPs and NADPHs are consumed by the Calvin cycle to produce 1 G3P molecule, and state where this ATP and NADPH come from.
11. Explain what happens to the G3P created by the Calvin cycle.
12. Determine if the light reactions alone or the Calvin cycle alone can make sugar from CO₂.
From page 175
13. Describe how plants must balance photosynthesis (and the need for CO₂) with the prevention of excessive water loss. Be sure to mention stomata in your answer.
14. Explain why C₃ plants are aptly named.
15. List 3 important agricultural C₃ plants.
16. Explain 2 things that cause C₃ plants to produce less sugar,
17. List 2 alternate modes of carbon fixation that have evolved to minimize photorespiration and optimize the Calvin cycle -- even in hot, arid climates.
18. Explain why C₄ plants are aptly named.
19. Explain how a C₄ plant continues to make sugar even when it closes its stomata in order to conserve water.
20. List 2 agriculturally important C₄ plants.
21. Explain why C₄ plants can be said to have a "spatial separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18).
22. List 3 CAM plants.
From page 176
23. State when CAM plants open and close their stomata.
24. Explain why CAM plants can be said to have a "temporal separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18 on page 175).
25. State how CAM, C₄, and C₃ plants all make sugar from CO₂, even though they have different adaptations to deal with evaporative water loss.
26. Explain how a poison that inhibits an enzyme of the Calvin cycle will also inhibit the light reactions.
27. Describe how photorespiration lowers photosynthetic output.
From page 177
28. State the percentage of organic material made from photosynthesis that is used as fuel for cellular respiration in the plant cell mitochondria.
29. State the polysaccharide (the most abundant organic molecule on the planet!) that plants create from glucose.
2. Describe how the Calvin cycle is different from the citric acid cycle.
3. State how carbon enters and leaves the Calvin cycle.
4. List the 2 energy molecules consumed during the Calvin cycle.
5. State the name of the carbohydrate produced directly from the Calvin cycle (hint: it's not glucose)
6. State how many times the Calvin cycle must take place for the synthesis of one of these molecules.
From page 174
7. Explain how CO₂ gets incorporated in the Calvin cycle.
8. State the name of the enzyme that catalyzes the first step in the Calvin cycle.
9. Hypothesize as to why this enzyme is thought to be the most abundant on Earth.
10. List how many ATPs and NADPHs are consumed by the Calvin cycle to produce 1 G3P molecule, and state where this ATP and NADPH come from.
11. Explain what happens to the G3P created by the Calvin cycle.
12. Determine if the light reactions alone or the Calvin cycle alone can make sugar from CO₂.
From page 175
13. Describe how plants must balance photosynthesis (and the need for CO₂) with the prevention of excessive water loss. Be sure to mention stomata in your answer.
14. Explain why C₃ plants are aptly named.
15. List 3 important agricultural C₃ plants.
16. Explain 2 things that cause C₃ plants to produce less sugar,
17. List 2 alternate modes of carbon fixation that have evolved to minimize photorespiration and optimize the Calvin cycle -- even in hot, arid climates.
18. Explain why C₄ plants are aptly named.
19. Explain how a C₄ plant continues to make sugar even when it closes its stomata in order to conserve water.
20. List 2 agriculturally important C₄ plants.
21. Explain why C₄ plants can be said to have a "spatial separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18).
22. List 3 CAM plants.
From page 176
23. State when CAM plants open and close their stomata.
24. Explain why CAM plants can be said to have a "temporal separation of steps" when it comes to carbon fixation and the Calvin cycle (see Fig 8.18 on page 175).
25. State how CAM, C₄, and C₃ plants all make sugar from CO₂, even though they have different adaptations to deal with evaporative water loss.
26. Explain how a poison that inhibits an enzyme of the Calvin cycle will also inhibit the light reactions.
27. Describe how photorespiration lowers photosynthetic output.
From page 177
28. State the percentage of organic material made from photosynthesis that is used as fuel for cellular respiration in the plant cell mitochondria.
29. State the polysaccharide (the most abundant organic molecule on the planet!) that plants create from glucose.
Monday, December 2, 2019
8.2: The Light Reactions Convert Solar Energy to the Chemical Energy of ATP and NADPH
8.2: The Light Reactions Convert Solar Energy to the Chemical Energy of ATP and NADPH
Key Terms: Wavelength, Electromagnetic Spectrum, Visible Light, Photons, Spectrophotometer, Absorption Spectrum, Chlorophyll A, Chlorophyll B, Action Spectrum, Carotenoids, Photosystem, Reaction-Center Complex, Light-Harvestin Complex, Primary Electron Acceptor, Photosystem II, Photosystem I, Linear Electron Flow,
BELLWORK: Watch and take your own notes on the Conceptual Overview of Light Dependent Reactions Khan Academy video
IN CLASS READING of Concept 8.2: Pages 165-172 in your text.
From page 166:
1. Compare the amount of energy in violet light to red light.
2. List 3 things that can happen to light when it meets matter.
3. State whether pigments absorb, reflect, or transmit light.
4. Explain why we see green when we look at a leaf.
5. Draw the Absorption spectra of Chlorophyll a, Chlorophyll b, and Carotenoids (see fig 8.9 on page 167)
6. Explain what the absorption spectrum of chlorophyll a suggests about which color light works best for photosynthesis.
7. Explain how the action spectrum for photosynthesis confirms what you explained in objective 6.
8. Predict what color of light would be least effective for driving photosynthesis.
From page 167 and 168
9. Explain why the action spectrum for photosynthesis is broader than the absorption spectrum of chlorophyll a by itself.
From page 168
10. Describe another role for carotenoids in both plants and humans.
11. Using the terms 'ground state' and 'excited state', explain what happens when a molecule absorbs a photon of light.
12. Explain why electrons can't stay in the excited state.
From page 169
13. Describe what some pigments, including chlorophyll, do after absorbing photons.
14. Create a flow chart that summarizes how a photosystem harvests light. (see fig 8.12a)
15. Compare what happens to the potential energy represented by an excited electron when a primary electron acceptor is present to what happens in isolated chlorophyll when a primary electron acceptor is not present.
From page 170
16. List the 2 photosystems found in the thylakoid membrane, circling the one that functions first in the light reactions.
From page 171
17. Draw an analogy for linear electron flow during the light reactions. (see fig 8.14)
18. Restate the "big picture" purpose of the light reactions.
19. State what chloroplasts and mitochondria have in common when it comes to ATP production.
20. Compare the source of high energy electrons in chloroplasts to the source of high energy electrons in mitochondria.
From page 172
21. Summarize how mitochondria and chloroplasts use chemiosmosis differently.
22. Explain how simply measuring the pH in the thylakoid space and the stroma when lights are on or off provides strong evidence in support of chemiosmosis.
23. Summarize the light reactions.
24. State the initial electron donor in the light reactions, and state the location of those electrons at the end of the light reactions.
25. In an experiment, isolated chloroplasts placed in an illuminated solution with the appropriate chemicals can carry out ATP synthesis. Predict what would happen to the rate of synthesis if a compound is added to the solution that makes membranes freely permeable to hydrogen ions.
2. List 3 things that can happen to light when it meets matter.
3. State whether pigments absorb, reflect, or transmit light.
4. Explain why we see green when we look at a leaf.
5. Draw the Absorption spectra of Chlorophyll a, Chlorophyll b, and Carotenoids (see fig 8.9 on page 167)
6. Explain what the absorption spectrum of chlorophyll a suggests about which color light works best for photosynthesis.
7. Explain how the action spectrum for photosynthesis confirms what you explained in objective 6.
8. Predict what color of light would be least effective for driving photosynthesis.
From page 167 and 168
9. Explain why the action spectrum for photosynthesis is broader than the absorption spectrum of chlorophyll a by itself.
From page 168
10. Describe another role for carotenoids in both plants and humans.
11. Using the terms 'ground state' and 'excited state', explain what happens when a molecule absorbs a photon of light.
12. Explain why electrons can't stay in the excited state.
From page 169
13. Describe what some pigments, including chlorophyll, do after absorbing photons.
14. Create a flow chart that summarizes how a photosystem harvests light. (see fig 8.12a)
15. Compare what happens to the potential energy represented by an excited electron when a primary electron acceptor is present to what happens in isolated chlorophyll when a primary electron acceptor is not present.
From page 170
16. List the 2 photosystems found in the thylakoid membrane, circling the one that functions first in the light reactions.
From page 171
17. Draw an analogy for linear electron flow during the light reactions. (see fig 8.14)
18. Restate the "big picture" purpose of the light reactions.
19. State what chloroplasts and mitochondria have in common when it comes to ATP production.
20. Compare the source of high energy electrons in chloroplasts to the source of high energy electrons in mitochondria.
From page 172
21. Summarize how mitochondria and chloroplasts use chemiosmosis differently.
22. Explain how simply measuring the pH in the thylakoid space and the stroma when lights are on or off provides strong evidence in support of chemiosmosis.
23. Summarize the light reactions.
24. State the initial electron donor in the light reactions, and state the location of those electrons at the end of the light reactions.
25. In an experiment, isolated chloroplasts placed in an illuminated solution with the appropriate chemicals can carry out ATP synthesis. Predict what would happen to the rate of synthesis if a compound is added to the solution that makes membranes freely permeable to hydrogen ions.
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