Biology The Essentials 1st Edition Hoefnagels Solutions Manual

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CHAPTER 5 - Photosynthesis

CHAPTER OUTLINE

5.1 Life Depends on Photosynthesis

5.2 Photosynthetic Pigments Capture Sunlight
5.3 Chloroplasts Are the Sites of Photosynthesis
5.4 Photosynthesis Occurs in Two Stages
5.5 The Light Reactions Begin Photosynthesis
A. Photosystem II Produces ATP
B. Photosystem I Produces NADPH
5.6 The Carbon Reactions Produce Carbohydrates
5.7 C3, C4, and CAM Plants Use Different Carbon Fixation Pathways
5.8 Investigating Life: Solar-Powered Sea Slugs

LEARNING OUTCOMES

05.01.01 Explain the importance of photosynthesis in ecosystems.

05.01.02 Draw and describe the net reaction in photosynthesis.
05.02.01 Explain how light interacts with pigments.
05.03.01 Describe the structures in a leaf that are involved in photosynthesis.
05.04.01 Compare and contrast the light and carbon reactions of photosynthesis.
05.05.01 Describe how the light reactions produce ATP and NADPH.
05.05.02 Explain the role of H2O in photosynthesis.
05.06.01 Identify the products and reactants in the carbon reactions.
05.06.02 Explain the relationship between the products and reactants of the light and carbon
reactions.
05.07.01 Compare and contrast C3, C4, and CAM plants.
05.08.01 Explain how researchers used DNA evidence to learn how chloroplasts carry out
photosynthesis in sea slugs.

WHERE DOES IT ALL FIT IN?

Chapter 5 applies the topics of cell structure and function in Chapters 3 and 4 to teach the principles
of photosynthesis. It expands on the principles of thermodynamics and metabolism to build a picture
of photosynthesis. Before lecturing on this chapter, it is important to briefly review the material in
Chapters 3 and 4. Plus, it may be useful to quickly review the categories of biological molecules
covered in Chapter 2. The information in Chapter 5 is crucial for students to understand the
principles of evolution and ecosystems covered later in the book.
SYNOPSIS

The chapter starts out by examining the overall role of photosynthesis in the biosphere. It
investigates the molecular cycling of photosynthesis and the evolution of autotrophy. The global
evolutionary impact of photosynthesis is also explained. A description of the properties of the
electromagnetic spectrum is provided early in the chapter to prepare the student for the role of
light in photosynthesis. The limited range of light that fuels photosynthesis is then explained.
Photosynthetic pigments are described in context of their role in driving photosynthesis.

Photosynthesis is described as being composed of two very different chemical pathways: the
light reactions and the Calvin cycle. It is explained that light reactions occur in chloroplasts on
specific locations called thylakoids. The text explains how chlorophyll captures a photon of
light, which excites electrons in the chlorophyll molecule. The excited electrons then pass
through various carrier molecules to ATP in photosystem I and NADPH in photosystem II. The
chapter also explains how the Calvin cycle fixes carbon by using the products of the light
reactions to enzymatically convert carbon dioxide into glucose and other organic molecules. The
degradation of water and production of oxygen are explained as part of the light reaction process.

Variations in the way plants carry out carbon fixation are discussed in context of the differing
adaptations to environmental conditions. The fact that C3 photosynthesis loses much of its fixed
carbon to photorespiration is described. It is explained how C4 and CAM plants expend ATP to
concentrate carbon dioxide in the cells that carry out the Calvin cycle. Further discussed is how
many succulent plants that carry out CAM reduce photorespiration by closing their stomata and
thus decrease the amount of carbon dioxide present during the day. CAM uses both C3 and C4
pathways within the same cells. C4 plants use both pathways, but do each in a different cell.
CONCEPT MAP

Concept mapping is a structured graphical presentation of the concepts covered in a particular

topic. The following concept map represents the links between the information covered in this
chapter. It is important to tell students to develop their own concept maps after covering the
particular information covered in class.
COMMON STUDENT MISCONCEPTIONS

There is ample evidence in the educational literature that student misconceptions of information
will inhibit the learning of concepts related to the misinformation. The following concepts
covered in Chapter 5 are commonly the subject of student misconceptions. This information on
“bioliteracy” was collected from faculty and the science education literature.

 Students believe photosynthesis is the opposite of respiration.

 Students believe that photosynthesis is carried out in place of cellular respiration.
 Students believe plants lack mitochondria.
 Students believe food is anything that goes into the organism including minerals, water,
and carbon dioxide.
 Carbon dioxide is converted to oxygen during photosynthesis.
 Students believe that all water taken in plants is for turgor and evapotranspiration.
 Photosynthesis requires a green plant.
 Photosynthesis is a simple process made up of only two pathways.
 The carbon reactions only occur at night.
 Plants get most of their food from the soil.
 Plants are green because they absorb only green light.
 Carnivorous plants get their “food” from insects.
 Cellular respiration in plants only occurs at night.
 Photosynthesis only occurs in leaves.
 Plant mass comes from water and minerals.
 Glucose is the only product of photosynthesis.

The following articles provide strategies for increasing bioliteracy in the college classroom:

Baldwin JD, Ebert-May D, Burns, D. 1999. The development of a college biology self-efficacy
instrument for non-majors. Science Education 83(4): 397-408.

Ebert-May D. 2001. Research-based change: how one college professor approached the
challenge of changing teaching. In: Implementing the Science Standards in Higher Education,
eds. W. J. McIntosh and E. Siebert, pp. 36-39. Arlington, VA: National Science Teachers
Association.

Khodor J, Halme DG, Walker GC. 2004. A Hierarchical Biology Concept Framework: A Tool
for Course Design. Cell Biology Education, 3(2): 111-121.

Klymkowsky MW, Garvin-Doxas K, Zeilik M. 2003. Bioliteracy and teaching efficacy: what
biologists can learn from physicists. Cell Biol Educ, 2(3):155-61.
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