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Biology The Essentials 1St Edition Hoefnagels Solutions Manual Full Chapter PDF
Biology The Essentials 1St Edition Hoefnagels Solutions Manual Full Chapter PDF
Biology The Essentials 1St Edition Hoefnagels Solutions Manual Full Chapter PDF
CHAPTER 5 - Photosynthesis
CHAPTER OUTLINE
LEARNING OUTCOMES
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
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.
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.
INSTRUCTIONAL STRATEGY PRESENTATION ASSISTANCE
Stress to students why water is split and why oxygen is produced during photosynthesis. Visual
lecture aids help students remember this concept. Use large chemical structure models to
demonstrate how water is converted in an oxygen molecule. In turn, show how oxygen is then
converted back into water during electron transport chain function in cellular respiration.
Interactive animations of the light reactions are critical for teaching photosynthesis. It is
important to reiterate during the animation role of ATP and electron production during
photosystem I and the production of NADPH during photosystem II.
It is important that the students understand that the Calvin cycle does not solely occur in the
dark. It also occurs in the light, but does not require light to occur as do the light reactions.
Polystyrene balls labeled CO2 and toothpicks can be used as visual lecture aids to show how
carbon fixation occurs.
It is encouraged to use some lecture or recitation time to discuss the “What’s the Point?,” “Why
We Care,” “Burning Questions” boxes, and the end-of-chapter reading titled “Investigating Life:
Solar-Powered Sea Slugs.” The information in these resources encourages students to use the
chapter information in critical thinking situations.
When assigning the chapter as a reading, encourage the students to stop and complete the
“Mastering Concepts” features as a way of assessing their knowledge of what they read. In
addition, the “Pull It Together” provides students with a visual summary of the important
concepts in the chapter.
HIGHER LEVEL ASSESSMENT
Higher level assessment measures a student’s ability to use terms and concepts learned from the
lecture and the textbook. A complete understanding of biology content provides students with the
tools to synthesize new hypotheses and knowledge using the facts they have learned. The
following table provides examples of assessing a student’s ability to apply, analyze, synthesize,
and evaluate information from Chapter 5.
Application Have students trace the possible paths of a radioactive carbon dioxide
molecule taken up by a tree.
Ask students to explain why many greenhouses maintain the plants under
elevated levels of carbon dioxide.
Have students explain why farmers at one time removed trees that grew
near their fields of crops.
Analysis Ask students to explain the statement that “plants are natural air
conditioners for urban areas.”
Ask students to come up with a way that plants can be used to reduce
urban flooding.
Ask students to explain the value of using tree planting programs as a
means of curbing global climate change.
Synthesis Ask students to design the conditions needed to keep alive a plant that
completely lacks chloroplasts.
Ask students to come up with a way that photosynthesis can be adapted
to produce electricity for running households.
Have students develop a rationale for encouraging the growing of corn in
warmer climates and cotton in cooler regions of the North America.
Evaluation Ask students to evaluate an old practice where nurses were required to
remove plants from hospital rooms at night.
Have the students evaluate a city regulation requiring all large buildings
to have plants in office buildings as a way of improving the air quality.
Ask students to evaluate the claim that talking to plants improves their
growth rate.
BIOETHICAL CONSIDERATION
Biological knowledge contributes to the betterment of human society in many ways. However,
there are also various ethical concerns raised by the applications of this knowledge. Plant
compounds are commonly used for a variety of human medicinal purposes. However, certain
plant components have unusual negative effects on people that may actually prove beneficial. An
ethical consideration called “Chloroplast membranes retard fat digestion and induce satiety:
effect of biological membranes on pancreatic lipase/co-lipase” presents students with a medical
application of chloroplasts as a weight loss therapy. Ask students to discuss the rationale for
using the chloroplast treatment and come up with any possible concerns or risks about the safety
of the treatment. The full article can be found on the NIH PubMed website at:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1770847/.
FUN FACTS
Trivial facts about biology are a fun way to spice up a lecture. They can be read in class or
placed at appropriate points into a lecture using the board or a projected presentation. The trivia
can be used as a jumping point for students to further investigate the fact.
This demonstration shows that not all of the photon energy is used during photosynthesis and
that excess energy released as fluorescence in green plants. It serves as an inquiry session why
the sunlight is converted to another form of light when not used for photosystem I.
Measure 500 grams of spinach leaves chopped into small pieces and put into a tall glass
jar (1 liter), 3/4 filled with rubbing alcohol.
Let stand in the freezer for 2-3 days.
Place in a large graduated cylinder before the demonstration.
Have a bright flashlight and handheld ultraviolet light available for the presentation.
1. Tell the class that they will be using their knowledge of photosynthesis to explain an
observation about chlorophyll when exposed to light.
2. Show the students the cylinder of chlorophyll and have them summarize the role of
chlorophyll in photosynthesis.
3. Then darken the room and shine the flashlight on the cylinder.
a. The dark red fluorescence will be observed on the same side.
b. Ask the class to explain what happened.
4. Tell the class that when chlorophyll captures photons, it releases the energy two ways.
One way of releasing energy is through photosynthesis and the other is through
fluorescence.
5. Then ask them why it is essential that the excess photons are released as fluorescent light
(it is because it prevents the light from being converted to heat and thus prevents
overheating). Also explain that under optimal environmental conditions there will be
more photosynthesis and less fluorescence.
6. Then expose the cylinder to the fluorescent light.
a. The pink fluorescence will be observed on the same side.
b. Again, ask the class to explain what happened.
7. Tell them that most of the UV light was converted to fluorescence.
8. Ask them to hypothesize why this is important. Again, it is a way of protecting plants
from the damaging effects of light.
9. Have the class hypothesize about potential uses of plant compounds that fluoresce UV
light (sunscreens for paints and skin lotions).
USEFUL INTERNET RESOURCES
1. The Virtual Cell hosted by the University of Illinois can be used to provide detailed
images of plant cell components. The images can be used to supplement a lecture on
photosynthetic pathways. The website is located at
http://www.life.uiuc.edu/plantbio/cell/.
2. Case studies are excellent for reinforcing scientific concepts. The University of Buffalo
produced a study using global climate change as a means of understanding the role of
photosynthesis in the hierarchy of life on Earth. It is a wonderful supplement to a lesson
on photosynthesis. This case study can be done in class or be given as a take-home. The
case study can be found at http://www.sciencecases.org/rising_temps/rising_temps.asp.
3. Arizona State University provides an interesting website hosted by the ASU Center for
the Study of Early Events in Photosynthesis. It has links to many valuable photosynthesis
teaching resources. The website can be found at
http://photoscience.la.asu.edu/photosyn/education/learn.html.
Have students perform a simple experiment in which students use photosynthesis to hypothesize
the chemical composition of an unknown substance added to plant cells.
Materials
Microscope
Microscope slides and cover slip
Fresh elodea exposed to bright light for at least 8 hours
Sodium bicarbonate powder in bottles labeled “Unknown”
Small scoop for transferring sodium bicarbonate to the slide
1. Tell the class that they will be using their knowledge of photosynthesis to identify the
probable nature of an unknown chemical.
2. They will be adding the chemical to an aquatic plant and use the plant’s reaction to the
chemical as an indicator of the chemical’s identity.
3. Tell students to make a wet mount of elodea leaf.
4. Have them observe the edges of the leaf.
5. Ask students to look for bubble formation.
6. Ask them to explain the nature of the bubbles (oxygen).
7. Then ask the students to add the unknown powder.
8. Have them watch the elodea cells to see any changes.
9. They should observe an increase in bubble production.
10. Have the class explain why oxygen production increased when the unknown powder is
added.
11. They should then hypothesize that they added carbon dioxide in the form of bicarbonate
(sodium bicarbonate in water produces carbon dioxide).
12. Then have the students investigate chemicals that produce carbon dioxide when dissolved
in water.
LEARNING THROUGH SERVICE
Service learning is a strategy of teaching, learning, and reflective assessment that merges the
academic curriculum with meaningful community service. As a teaching methodology, it falls
under the category of experiential education. It is a way students can carry out volunteer projects
in the community for public agencies, nonprofit agencies, civic groups, charitable organizations,
and governmental organizations. It encourages critical thinking and reinforces many of the
concepts learned in a course.
Students who have successfully mastered the content of Chapter 5 can apply their knowledge for
service learning activities in the following ways:
1. Have students do a presentation about the environmental benefits of having trees around
their neighborhoods.
2. Have students design a diorama about photosynthesis for a local nature center.
3. Have students design and prepare an electronic presentation for school teachers about the
pathways of photosynthesis.
4. Have students tutor middle school or high school biology students studying
photosynthesis.
CROSSWORD PUZZLE
Use copies and a projected image of the crossword puzzle as an entertaining way to review the
concepts in this chapter. Hand out the copies to the class and project an image of the crossword
using an overhead or LCD projector. Then use student input to complete the crossword puzzle
while quizzing them on other concepts and terms covered in the chapter.
Photosynthesis
Across
Down
Across
Down
Dr. Warburton makes a rather lame attempt to ward off the charge of
Spinozism from the “Essay on Man.” He would have found it harder
to show that the acknowledgment of any divine revelation would not
overthrow the greater part of its teachings. If Pope intended by his
poem all that the Bishop takes for granted in his commentary, we
must deny him what is usually claimed as his first merit—clearness.
If we did not, we grant him clearness as a writer at the expense of
sincerity as a man. Perhaps a more charitable solution of the
difficulty is that Pope’s precision of thought was not equal to his
polish of style.
But it is in his “Moral Essays” and part of his “Satires” that Pope
deserves the praise which he himself desired—
Happily to steer
From grave to gay, from lively to severe.
Correct with spirit, eloquent with ease,
Intent to reason, or polite to please.
Personally, we know more about Pope than about any of our poets.
He kept no secret about himself. If he did not let the cat out of the
bag, he always contrived to give her tail a pinch so that we might
know she was there. In spite of the savageness of his satires, his
disposition seems to have been a truly amiable one, and his
character as an author was as purely fictitious as his style. I think
that there was very little real malice in him.
A great deal must be allowed to Pope for the age in which he lived,
and not a little, I think, for the influence of Swift. In his own province
he still stands unapproachably alone. If to be the greatest satirist of
individual men rather than of human nature; if to be the highest
expression which the life of court and the ball-room has ever found in
verse; if to have added more phrases to our language than any other
but Shakspeare; if to have charmed four generations makes a man a
great poet, then he is one. He was the chief founder of an artificial
style of writing which in his hand was living and powerful because he
used it to express artificial modes of thinking and an artificial state of
society. Measured by any high standard of imagination, he will be
found wanting; tried by any test of wit, he is unrivaled.
X
No one who has read any early poems, of whatever nation, can have
failed to notice a freshness in the language—a sort of game flavor,
as it were—that gradually wastes out of it when poetry becomes
domesticated, so to speak, and has grown to be a mere means of
amusement both to writers and readers, instead of answering a
deeper necessity in their natures. Our Northern ancestors
symbolized the eternal newness of song by calling it the Present,
and its delight by calling it the drink of Odin.
Mr. Lowell here read a poem by Dr. Donne entitled “The Separation.”
As respects Diction, that becomes formal and technical when poetry
has come to be considered an artifice rather than an art, and when
its sole object is to revive certain pleasurable feelings already
conventional, instead of originating new sources of delight. Then it is
truly earth to earth; dead language used to bury dead emotion in.
This kind of thing was carried so far by the later Scandinavian poets
that they compiled a dictionary of the metaphors used by the elder
Skalds (whose songs were the utterance of that within them which
would be spoken), and satisfied themselves with a new arrangement
of them. Inspiration was taught, as we see French advertised to be,
in six lessons.
This is the forest primeval; the murmuring pines and the hemlocks,
Bearded with moss and in garments green, indistinct in the twilight,
Stand like the Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.
There is true feeling here, and the sigh of the pines is heard in the
verses. I can find only one epithet to hang a criticism on, and that is
the “wail of the forest” in the last line, which is not in keeping with the
general murmur. Now I do not suppose that the poet turned over any
vocabulary to find the words he wanted, but followed his own poetic
instinct altogether in the affair. But suppose for a moment, that
instead of being a true poet, he had been only a gentleman
versifying; suppose he had written, “This is the primitive forest.” The
prose meaning is the same, but the poetical meaning, the music, and
the cadence would be gone out of it, and gone forever. Or suppose
that, instead of “garments green,” he had said “dresses green”; the
idea is identical, but the phrase would have come down from its
appropriate remoteness to the milliner’s counter. But not to take such
extreme instances, only substitute instead of “harpers hoar,” the
words “harpers gray,” and you lose not only the alliteration, but the
fine hoarse sigh of the original epithet, which blends with it the
general feeling of the passage. So if you put “sandy beaches” in the
place of “rocky caverns,” you will not mar the absolute truth to
nature, but you will have forfeited the relative truth to keeping.
Painted moths
Have wandered the blue sky and died again,
All England laughed, and in the third edition Wordsworth gave in and
left the last half of the line blank, as it has been ever since. If the
poem had been a translation from the Turkish and had begun,
there would have been nothing unpoetical in it; but the “dear brother
Jim,” which would seem natural enough at the beginning of a familiar
letter, is felt to be ludicrously incongruous at the opening of a poem.
Horror could not be better expressed than in these few words, and
Webster has even taken care to break up the verse in such a way
that a too entire consciousness of the metre may not thrust itself
between us and the bare emotion he intends to convey.
In illustration, Mr. Lowell quoted from Shakspeare (“Henry V”),
Marlowe, Chapman, Dunbar, Beaumont and Fletcher, Waller, Young,
and Cawthorn.
The eighteenth century produced some true poets, but almost all,
even of them, were infected by the prevailing style. I cannot find any
name that expresses it better than the “Dick Swiveller style.” As Dick
always called wine the “rosy,” sleep the “balmy,” and so forth, so did
these perfectly correct gentlemen always employ either a fluent
epithet or a diffuse paraphrasis to express the commonest emotions
or ideas. If they wished to say tea they would have done it thus:
Coffee would be
XI
A few remarks upon two of the more distinguished poets of the
eighteenth century will be a fitting introduction to Wordsworth, and,
indeed, a kind of commentary on his poetry. Of two of these poets
we find very evident traces in him—Thomson and Cowper—of the
one in an indiscriminating love of nature, of the other in a kind of
domestic purity, and of both in the habit of treating subjects
essentially prosaic, in verse; whence a somewhat swelling wordiness
is inevitable.
But the metre is hitchy and broken, and seems to have no law but
that of five feet to the verse. There is no Pegasean soar, but the
unwieldy gallop of an ox. The imagination, which Thomson
undoubtedly had, contrasted oddly with the lumbering vehicle of his
diction. He takes a bushel-basket to bring home an egg in. In him
poetry and prose entered into partnership, and poetry was the
sleeping partner who comes down now and then to see how the
business is getting on. But he had the soul of a poet, and that is the
main thing.
I fancy from what I have heard from those who knew him that he had
a tremendous prose-power, and that, with his singing-robes off, he
was dry and stiff as a figure-head. He had a purity of mind
approaching almost to prudery, and a pupil of Dr. Arnold told me he
had heard him say once at dinner that he thought the first line of
Keats’s ode to a “Grecian Urn” indecorous. The boys considered him
rather slow. There was something rocky and unyielding in his mind;
something that, if we found it in a man we did not feel grateful to and
respect, we should call hard. Even his fancy sometimes is glittering
and stiff, like crystallizations in granite. But at other times how tender
and delicate and dewy from very contrast, like harebells growing in a
crag-cleft!
Take from Wordsworth all which an honest criticism cannot but allow,
and what is left will show how truly great he was. He had no humor,
no dramatic power, and his temperament was of that dry and
juiceless quality that in all his published correspondence you shall
not find a letter, but only essays. If we consider carefully where he
was most successful, we shall find that it was not so much in
description of natural scenery, or delineation of character, as in vivid
expression of the effect produced by external objects and events
upon his own mind. His finest passages are always monologues. He
had a fondness for particulars, and there are parts of his poems
which remind us of local histories in the undue importance given to
trivial matter. He was the historian of Wordsworthshire. This power of
particularization (for it is as truly a power as generalization) is what
gives such vigor and greatness to single lines and sentiments of
Wordsworth, and to poems developing a single thought or word. It
was this that made him so fond of the sonnet. His mind had not that
reach and elemental movement of Milton’s which, like the trade-
winds, gathered to itself thoughts and images like stately fleets from
every quarter; some, deep with silks and spicery, come brooding
over the silent thunders of their battailous armaments, but all swept
forward in their destined track, over the long billows of his verse,
every inch of canvas strained by the unifying breath of their common
epic impulse. It was an organ that Milton mastered, mighty in
compass, capable equally of the trumpet’s ardors, or the slim
delicacy of the flute; and sometimes it bursts forth in great crashes
through his prose, as if he touched it for solace in the intervals of his
toil. If Wordsworth sometimes puts the trumpet to his lips, yet he lays
it aside soon and willingly for his appropriate instrument, the pastoral
reed. And it is not one that grew by any vulgar stream, but that which
Apollo breathed through tending the flocks of Admetus, that which
Pan endowed with every melody of the visible universe, the same in
which the soul of the despairing nymph took refuge and gifted with
her dual nature, so that ever and anon, amid notes of human joy and
sorrow, there comes suddenly a deeper and almost awful tone,
thrilling us into dim consciousness of a forgotten divinity.