Photosynthesis (IB Topic C1.3)

Essential Idea(s): Photosynthesis uses the energy in sunlight to produce the chemical energy needed for life.

Unit Length: 4 Lessons (+4 AHL)

Guiding Questions

◊ How is energy from sunlight absorbed and used in photosynthesis?

◊ How do abiotic factors interact with photosynthesis?

Materials:

Self-Teaching Slides (SL) / Self-Teaching Slides (AHL)	Quizlet Vocab Set (SL + AHL)
Teaching Slides (AHL)	Notes Template (SL) / Notes Template (AHL)

IB Statement(s) and Objective(s)
C1.3.1: Transformation of light energy to chemical energy when carbon compounds are produced in photosynthesis Outline how light energy is converted to chemical energy in carbon compounds List three reasons why living organisms need energy for cell activities C1.3.2: Conversion of carbon dioxide to glucose in photosynthesis using hydrogen obtained by splitting water Define photosynthesis State the chemical equation for photosynthesis Outline the source of the atoms used to form glucose (C6H12O6) during photosynthesis Define photolysis C1.3.3: Oxygen as a by-product of photosynthesis in plants, algae and cyanobacteria State the source of the oxygen produced as a by-product in photosynthesis State 3 separate kingdoms that contain photosynthetic organisms C1.3.4: Separation and identification of photosynthetic pigments by chromatography Define chromatography Outline the process of separating pigments using chromatography Calculate the Rf value for pigments using pigment chromatography C1.3.5: Absorption of specific wavelengths of light by photosynthetic pigments State the range of wavelengths that fall within the visible spectrum Define pigment State the primary and accessory pigments found in chloroplasts Sketch the chlorophyll pigment absorption spectrum (including both wavelengths and colors of light on the X-axis) C1.3.6: Similarities and differences of absorption and action spectra Distinguish between an action spectrum and an absorption spectrum C1.3.7: Techniques for varying concentrations of carbon dioxide, light intensity or temperature experimentally to investigate the effects of limiting factors on the rate of photosynthesis Define “limiting factor” Explain how temperature limits the rate of photosynthesis Explain how light intensity limits the rate of photosynthesis Explain how CO2 limits the rate of photosynthesis List mechanisms for measuring the rate of photosynthesis C1.3.8: Carbon dioxide enrichment experiments as a means of predicting future rates of photosynthesis and plant growth Define carbon dioxide enrichment Outline the aim of CO2 enrichment experiments Compare enclosed greenhouse and free-air carbon dioxide enrichment (FACE) experiments NOS: Controlling variables as an essential part of experimental design
Additional Higher Level Topics C1.3.9: Photosystems as arrays of pigment molecules that can generate and emit excited electrons C1.3.10: Advantages of the structured array of different types of pigment molecules in a photosystem Outline the function of pigment molecules in photosynthesis Describe the arrangement of pigments into photosystems in membranes State the function of the reaction center pigment in a photosystem Outline advantages of pigment molecules being arranged within a photosystem Outline the roles of photosystems 1 and 2 C1.3.11: Generation of oxygen by the photolysis of water in photosystem II C1.3.12: ATP production by chemiosmosis in thylakoids C1.3.13: Reduction of NADP by photosystem I C1.3.14: Thylakoids as systems for performing the light-dependent reactions of photosynthesis State the location of the light dependent reactions of photosynthesis Describe the structure of the thylakoid in plants and single-celled organisms Sketch a cross section of the thylakoid membrane, inclusive of photosystem II, ATP synthase, an electron transport chain (with Pq) and photosystem II Outline the movement of electrons generated by photolysis of water at photosystem II State that the oxygen produced in photolysis is a waste product of photosynthesis State the purpose of the electron carriers from photosystem II Explain how the light reactions generate ATP via chemiosmosis Define photophosphorylation State function of the electrons from Photosystem I Compare cyclic photophosphorylation to non-cyclic photophosphorylation Outline the role of photosynthesis of the “Great Oxygenation Event” on early Earth Outline evidence for the “Great Oxidation Event” C1.3.15: Carbon fixation by Rubisco C1.3.16: Synthesis of triose phosphate using reduced NADP and ATP C1.3.17: Regeneration of RuBP in the Calvin cycle using ATP C1.3.18: Synthesis of carbohydrates, amino acids and other carbon compounds using the products of the Calvin cycle and mineral nutrients State the location of the light independent reactions Outline the three main steps of the Calvin cycle Define carbon fixation and carboxylation Outline the process of carbon fixation as it takes place within the Calvin cycle Outline the formation of triose phosphate (TP) within the Calvin cycle State that in the Calvin Cycle, TP (triose phosphate) is used to regenerate RuBP and create glucose State that six turns of the Calvin Cycle are needed to produce one molecule of glucose State that ATP is used to regenerate RuBP from triose phosphate Outline how fatty acids, glycerol, amino acids and nucleotides can be traced back to the light independent reactions of photosynthesis C1.3.19: Interdependence of the light-dependent and light-independent reactions Discuss the interdependent relationship between the light dependent and light independent reactions of photosynthesis

IB Statement(s) and Objective(s)

C1.3.1: Transformation of light energy to chemical energy when carbon compounds are produced in photosynthesis

Outline how light energy is converted to chemical energy in carbon compounds
List three reasons why living organisms need energy for cell activities

C1.3.2: Conversion of carbon dioxide to glucose in photosynthesis using hydrogen obtained by splitting water

Define photosynthesis
State the chemical equation for photosynthesis
Outline the source of the atoms used to form glucose (C6H12O6) during photosynthesis
Define photolysis

C1.3.3: Oxygen as a by-product of photosynthesis in plants, algae and cyanobacteria

State the source of the oxygen produced as a by-product in photosynthesis
State 3 separate kingdoms that contain photosynthetic organisms

C1.3.4: Separation and identification of photosynthetic pigments by chromatography

Define chromatography
Outline the process of separating pigments using chromatography
Calculate the Rf value for pigments using pigment chromatography

C1.3.5: Absorption of specific wavelengths of light by photosynthetic pigments

State the range of wavelengths that fall within the visible spectrum
Define pigment
State the primary and accessory pigments found in chloroplasts
Sketch the chlorophyll pigment absorption spectrum (including both wavelengths and colors of light on the X-axis)

Distinguish between an action spectrum and an absorption spectrum

C1.3.7: Techniques for varying concentrations of carbon dioxide, light intensity or temperature experimentally to investigate the effects of limiting factors on the rate of photosynthesis

Define “limiting factor”
Explain how temperature limits the rate of photosynthesis
Explain how light intensity limits the rate of photosynthesis
Explain how CO2 limits the rate of photosynthesis
List mechanisms for measuring the rate of photosynthesis

C1.3.8: Carbon dioxide enrichment experiments as a means of predicting future rates of photosynthesis and plant growth

Define carbon dioxide enrichment
Outline the aim of CO2 enrichment experiments
Compare enclosed greenhouse and free-air carbon dioxide enrichment (FACE) experiments
NOS: Controlling variables as an essential part of experimental design

Additional Higher Level Topics

C1.3.9: Photosystems as arrays of pigment molecules that can generate and emit excited electrons

C1.3.10: Advantages of the structured array of different types of pigment molecules in a photosystem

Outline the function of pigment molecules in photosynthesis
Describe the arrangement of pigments into photosystems in membranes
State the function of the reaction center pigment in a photosystem
Outline advantages of pigment molecules being arranged within a photosystem
Outline the roles of photosystems 1 and 2

C1.3.11: Generation of oxygen by the photolysis of water in photosystem II

C1.3.12: ATP production by chemiosmosis in thylakoids

C1.3.13: Reduction of NADP by photosystem I

C1.3.14: Thylakoids as systems for performing the light-dependent reactions of photosynthesis

State the location of the light dependent reactions of photosynthesis
Describe the structure of the thylakoid in plants and single-celled organisms
Sketch a cross section of the thylakoid membrane, inclusive of photosystem II, ATP synthase, an electron transport chain (with Pq) and photosystem II
Outline the movement of electrons generated by photolysis of water at photosystem II
State that the oxygen produced in photolysis is a waste product of photosynthesis
State the purpose of the electron carriers from photosystem II
Explain how the light reactions generate ATP via chemiosmosis
Define photophosphorylation
State function of the electrons from Photosystem I
Compare cyclic photophosphorylation to non-cyclic photophosphorylation
Outline the role of photosynthesis of the “Great Oxygenation Event” on early Earth
Outline evidence for the “Great Oxidation Event”

C1.3.15: Carbon fixation by Rubisco

C1.3.16: Synthesis of triose phosphate using reduced NADP and ATP

C1.3.17: Regeneration of RuBP in the Calvin cycle using ATP

C1.3.18: Synthesis of carbohydrates, amino acids and other carbon compounds using the products of the Calvin cycle and mineral nutrients

State the location of the light independent reactions
Outline the three main steps of the Calvin cycle
Define carbon fixation and carboxylation
Outline the process of carbon fixation as it takes place within the Calvin cycle
Outline the formation of triose phosphate (TP) within the Calvin cycle
State that in the Calvin Cycle, TP (triose phosphate) is used to regenerate RuBP and create glucose
State that six turns of the Calvin Cycle are needed to produce one molecule of glucose
State that ATP is used to regenerate RuBP from triose phosphate
Outline how fatty acids, glycerol, amino acids and nucleotides can be traced back to the light independent reactions of photosynthesis

C1.3.19: Interdependence of the light-dependent and light-independent reactions

Discuss the interdependent relationship between the light dependent and light independent reactions of photosynthesis


Activities: ⓟ = podcast / ⍰ = inquiry 5 / ⓦ = Write it / Ӕ = The academy / Ⓡ = Read it
Ⓛ (Required): Practice with Lab Data Analysis: Photosynthesis and Respiration (💁) Choose one of the following lab analysis assignments: Photosynthesis lab assignment Respiration lab assignment Both assignments give you enough data to: Make a graph Use the graph to write a conclusion Write an analysis of the experiment You will be writing a shortened version of these parts (1-2 pages in length is fine). Make sure you review C1.3.7, then have at it! If you get stuck, here are guides to help you: Need help making a graph? Use this graphing guide Ⓛ (Required): Chromatography – Separating the Pigments within Plants (💁/ 👭 max 2) Paper chromatography is a fairly simple technique used to identify the dyes in different compounds. Watch this video for a simple overview to see how it works, then complete one of the two following labs: Leaf chromatography Find the Dye: Chromatography Lab Explore more! You can also attempt to use chromatography to see how many separate dyes go into separate products, such as markers, pens, or colored candy (e.g. Skittles). ⓦ: “Inquiry 5″: Q&A on Photosynthesis (💁/ 👭max 2) Create a list of 5 inquiry questions related to light and photosynthesis. Remember that good inquiry questions are conceptual / open-ended… SUCH AS: “How could the chloroplast evolve through natural selection?” NOT: “What is a chloroplast?” If working solo, write out answers to your own questions with high quality explanations. If working in pairs, record yourselves asking each other your 5 questions. Try to write questions to cover as many topics from Level 20 as possible! Role Play!: Act your way to Understanding Photosynthesis* (💁/ 👭NO max) There might be no better way to understand the complexity of photosynthesis than to act it all out. The following are all examples of various role plays to do just that. It’ll take some time, but you’ll definitely come out knowing more than you do, and you’ll probably have some fun in the process. Photosynthesis: A Drama in 2 Acts Photosynthesis Role-Play with Cards — this one typically requires 29 students, but you could modify this and simply use props instead of people, and record your own interpretation of it. See teacher instructions here. ⓓ: The Steps of Photosynthesis (💁/ 👭max 3) Using this as inspiration, get in touch with your inner drawing skills — make a booklet of your own original drawings to depict the key stages of photosynthesis. You do not have to do as many pages as in the example, but at least cover the light dependent and light independent reactions — then challenge yourself to include the details for at least one of those. ⓦ: Photosynthesis (💁) Read this online article for a complete and visual-friendly walkthrough of photosynthesis. In a write-up or a podcast, respond to the article, discussing: 1) A brief summary of the history of the discovery of photosynthesis; 2) What the various pigments involved in photosynthesis are; 3) What specifically happens in the light reactions; and 4) What specifically happens in the Calvin Cycle / light independent reactions. ⓡ: Changes in the Air (💁/ 👭max 3 [podcast only]) Read this article about the changes that Earth’s atmosphere has been through in its 4.6 billion year history. Then, write or podcast a discussion about: 1) Why giant insects were able to exist hundreds of millions of years ago, but not today; 2) How the composition of oxygen in Earth’s atmosphere changed over time; 3) What caused the changes in atmosphere; and 4) If you think such changes would be possible on other planets in our solar system – such as Venus or Mars. ———————————–