Photosynthesis Cellular and Respiration Study Guide

 

Photosynthesis & Cellular Respiration Study Guide

* Name 3 life processes that require energy.

* What is the ultimate source of energy on earth?

* The process of plants capturing sunlight & making complex molecules is called?

* Where in chloroplasts are grana found?

* What are biochemical pathways?

* Name 3 things that happens to light that strikes an object.

* Why does chlorophyll look green to your eyes?

* What happens to chlorophyll’s electrons when they absorb energy?

* What pigments are found in flower petals?

* What chain do electrons enter when they are raised to a higher energy level after absorbing energy?

* What replaces the electrons lost by photosystem I?

* What is the source of oxygen during photosynthesis?

* Complex carbohydrates are made during what part of photosynthesis?

* Where is energy temporarily stored when food molecules are broken down?

* What gas made during photosynthesis is used in cellular respiration?

* What is the process of breaking down food molecules to release stored energy called?

* Name 3 things that occur during glycolysis.

* Breaking down organic molecules without oxygen is known as what?

* What acid builds up in muscles during heavy exercise without enough oxygen?

* Name the 2 stages of cellular respiration.

 

Photosynthesis

Photosynthesis
All Materials © Cmassengale

I. Capturing the Energy of Life

  1. All organisms require energy
  2. Some organisms (autotrophs) obtain energy directly from the sun and store it in organic compounds (glucose) during a process called photosynthesis

6CO2 + 6H2O + energy –>  6O2 + C6H12O6

II. Energy for Life Processes

  1. Energy is the ability to do work
  2. Work for a cell includes growth & repair, active transport across cell membranes, reproduction, synthesis of cellular products, etc.
  3. Work is the ability to change or move matter against other forces (W = F x D)
  4. Autotrophs or producers convert sunlight, CO2, and H2O into glucose (their food)
  5. Plants, algae, and blue-green bacteria, some prokaryotes, are producers or autotrophs
  6. Only 10% of the Earth’s 40 million species are autotrophs
  7. Other autotrophs use inorganic compounds instead of sunlight to make food; process known as chemosynthesis
  8. Producers make food for themselves and heterotrophs or consumers that cannot make food for themselves
  9. Heterotrophs include animals, fungi, & some bacteria, & protists

III.      Biochemical Pathways

  1. Photosynthesis and cellular respiration are biochemical pathways
  2. Biochemical pathways are a series of reactions where the product of one reaction is the reactant of the next
  3. Only autotrophs are capable of photosynthesis
  4. Both autotrophs & heterotrophs perform cellular respiration to release energy to do work
  5. In photosynthesis, CO2(carbon dioxide) and H2O (water) are combined to form C6H12O6 (glucose) & O2 (oxygen)
    6CO2 + 6H2O + energy –>  6O2 + C6H12O6
  6. In cellular respiration, O2 (oxygen) is used to burn C6H12O6 (glucose) & release CO2(carbon dioxide), H2O (water), and energy 
  7. Usable energy released in cellular respiration is called adenosine triphosphate or ATP

 

IV. Light Absorption in Chloroplasts

  1. Chloroplasts in plant & algal cells absorb light energy from the sun during the light dependent reactions
  2. Photosynthetic cells may have thousands of chloroplasts
  3. Chloroplasts are double membrane organelles with the an inner membrane folded into disc-shaped sacs called thylakoids
  4. Thylakoids, containing chlorophyll and other accessory pigments, are in stacks called granum (grana, plural)
  5. Grana are connected to each other & surrounded by a gel-like material called stroma
  6. Light-capturing pigments in the grana are organized into photosystems

 V. Pigments

  1. Light travels as waves & packets called photons
  2. Wavelength of light is the distance between 2 consecutive peaks or troughs

  1. Sunlight or white light is made of different wavelengths or colors carrying different amounts of energy
  2. A prism separates white light into 7 colors (red, orange, yellow, green, blue, indigo, & violet) ROY G. BIV
  3. These colors are called the visible spectrum

  1. When light strikes an object, it is absorbed, transmitted, or reflected
  2. When all colors are absorbed, the object appears black
  3. When all colors are reflected, the object appears white
  4. If only one color is reflected (green), the object appears that color (e.g. Chlorophyll)
VI. Pigments in the Chloroplasts

 

chlorophyll is found only in the chloroplasts
  1. Thylakoids contain a variety of pigments ( green red, orange, yellow…)
  2. Chlorophyll  (C55H70MgN4O6) is the most common pigment in plants & algae
  3. Chlorophyll a & chlorophyll b are the 2 most common types of chlorophyll in autotrophs
  4. Chlorophyll absorbs only red, blue, & violet light
  5. Chlorophyll b absorbs colors or light energy NOT absorbed by chlorophyll a
  6. The light energy absorbed by chlorophyll b is transferred to chlorophyll a in the light reactions

structural formula of chlorophyll

  1. Carotenoids are accessory pigments in the thylakoids & include yellow, orange, & red

 

VII. Overview of Photosynthesis        6CO2 + 6H2O C6H12O6 + 6O2

  1. Photosynthesis is not a simple one step reaction but a biochemical pathway involving many steps
  2. This complex reaction can be broken down into  two reaction systems — light dependent & light independent or dark reactions
  • Light Reaction:         H2O O2 + ATP + NADPH2
    • Water is split, giving off oxygen.
    • This system depends on sunlight for activation energy.
    • Light is absorbed by chlorophyll a which “excites” the electrons in the chlorophyll molecule.
    • Electrons are passed through a series of carriers and adenosine triphosphate or ATP (energy) is produced.
    • Takes place in the thylakoids.
  • Dark Reaction:         ATP + NADPH2 + CO2 C6H12O6
    • Carbon dioxide is split, providing carbon to make sugars.
    • The ultimate product is glucose.
    • While this system depends on the products from the light reactions, it does not directly require light energy.
    • Includes the Calvin Cycle.
    • Takes place in the stroma.

VIII. Calvin Cycle

  1. Carbon atoms from CO2 are bonded or “fixed” into organic compounds during a process called carbon fixation
  2. The energy stored in ATP and NADPH during the Light Reactions is used in the Calvin cycle
  3. The Calvin cycle has 3 main steps occurring within the stroma of the Chloroplast

     STEP 1

  • CO2 diffuses into the stroma from surrounding cytosol
  • An enzyme combines a CO2 molecule with a five-carbon carbohydrate called RuBP
  • The six-carbon molecule produced then splits immediately into a pair of three-carbon molecules known as PGA

      STEP 2

  • Each PGA molecule receives a phosphate group from a molecule of ATP
  • This compound then receives a proton from NADPH and releases a phosphate group producing PGAL
  • These reactions produce ADP, NADP+, and phosphate which are used again in the Light Reactions.

   STEP 3

  • Most PGAL is converted back to RuBP to keep the Calvin cycle going
  • Some PGAL leaves the Calvin Cycle and is used to make other organic compounds including amino acids, lipids, and carbohydrates
  • PGAL serves as the starting material for the synthesis of glucose and fructose
  • Glucose and fructose make the disaccharide sucrose, which travels in solution to other parts of the plant (e.g., fruit, roots)

movements within plants

  • Glucose is also the monomer used in the synthesis of the polysaccharides starch and cellulose

  1. Each turn of the Calvin cycle fixes One CO2 molecule so it takes six turns to make one molecule of glucose

IX. Photosystems & Electron Transport Chain

  1. Only 1 in 250 chlorophyll molecules (chlorophyll a) actually converts light energy into usable energy
  2. These molecules are called reaction-center chlorophyll
  3. The other molecules (chlorophyll b, c, & d and carotenoids) absorb light energy and deliver it to the reaction-center molecule
  4. These chlorophyll molecules are known as antenna pigments
  5. A unit of several hundred antenna pigment molecules plus a reaction center is called a photosynthetic unit or photosystem
  6. There are 2 types of photosystems — Photosystem I & Photosystem II
  7. Light is absorbed by the antenna pigments of photosystems II and I
  8. The absorbed energy is transferred to the reaction center pigment, P680 in photosystem II, P700 in photosystem I
  9. P680 in Photosystem II loses an electron and becomes positively charged so it can now split water & release electrons  (2H2O   4H+   +   4e-   +  O2)
  10. Electrons from water are transferred to the cytochrome complex of Photosystem I
  11. These excited electrons activate P700 in photosystem I which helps reduce NADP+ to NADPH
  12. NADPH is used in the Calvin cycle
  13. Electrons from Photosystem II replace the electrons that leave chlorophyll molecules in Photosystem I

X. Chemiosmosis (KEM-ee-ahz-MOH-suhs)

  1. Synthesis or making of ATP (energy)
  2. Depends on the concentration gradient of protons ( H+) across the thylakoid membrane
  3. Protons (H+) are produced from the splitting of water in Photosystem II
  4. Concentration of Protons is HIGHER in the thylakoid than in the stroma
  5. Enzyme, ATP synthetase in the thylakoid membrane, makes ATP by adding a phosphate group to ADP

XI. Alternate Pathways

  1. The Calvin cycle is the most common pathway used by autotrophs called C3 Plants
  2. Plants in hot, dry climates use alternate pathways to fix carbon & then transfer it to the Calvin cycle
  3. Stomata are small openings on the underside of leaves for gas exchange (O2 & CO2)
  4. Guard cells on each side of the stoma help open & close the stomata
  5. Plants also lose H2O through stoma so they are closed during the hottest part of the day

  1. C4 plants  fix CO2 into 4-Carbon Compounds during the hottest part of the day when  their stomata are partially closed
  2. C4 plants include corn, sugar cane and crabgrass
  3. CAM plants include cactus & pineapples
  4. CAM plants open their stomata at night and close during the day so CO2 is fixed at night
  5. During the day, the CO2 is released from these compounds and enters the Calvin Cycle

XII. Factors Determining the Rate of Photosynthesis

  1. Light intensity – As light intensity increases, the rate of photosynthesis initially increases and then levels off to a plateau
  2. Temperature – Only the dark, not the light reactions are temperature dependent because of the enzymes they use (25 oC to 37oC)
  3. Length of day
  4. Increasing the amount of carbon dioxide available improves the photosynthesis rate
  5. Level of air pollution

 

 

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Moss & Fern

Mosses & Ferns
fern gametophyte
Kingdom Plantae
All Materials © Cmassengale   

Seedless Nonvascular Plants

  • Includes mosses, liverworts, and hornworts
  • Lack vascular tissue (xylem & phloem) to carry water & food
  • Have a Sporophyte & Gametophyte stage known as alternation of generations
  • Gametophyte is dominant stage
  • Reproduce by spores

Division  Bryophyta

 Mosses:

  • Small, nonvascular land plants
  • No true roots, stems, or leaves
  • Class Musci
  • Most common bryophyte
  • Grow on moist areas (brick walls, as thick mats on forest floors, and on the shaded side of trees)
  • Some can survive periodic dry spells & revive when H2O becomes available
  • Must grow close together and must have H2O to complete their life cycle 
  • Sperm swims to egg through drops of water during fertilization
  • H2O moves cell-to-cell by osmosis
  • Sphagnum moss is known for its moisture holding capacity, absorbing up to 20 times its dry weight with water.


MOSS SPOROPHYTES & FERN GAMETOPHYTES

LIFE CYCLE OF MOSSES:

  • Mosses alternate between a haploid (n) gametophyte stage & a diploid (2n) sporophyte stage 
  • Gametophyte is the dominant generation

 

Moss Gametophyte Moss Sporophyte
Polytrichum formosum with moss flowers Tortula muralis?

 

  • Called alternation of generations

  • The haploid gametophyte stage contains half the chromosome number & produces gametes (egg & sperm) 
  • Gametophyte stage is dominant in the moss’s life cycle
  • Gametophytes are photosynthetic & have root-like rhizoids
  • The diploid sporophyte has a complete set of chromosomes & produces spores by meiosis
  • Sporophyte of a moss is smaller than, & attached to the Gametophyte
  • Sporophytes lack chlorophyll & depend on the photosynthetic gametophyte for food
  • Sporophyte has a long, slender stalk topped with a capsule
  • Capsule forms haploid (n) spores 


Moss Capsules

Sexual Reproduction in Moss:

  • Mosses produce 2 kinds of gametes (egg & sperm)
  • Gametes of Bryophytes are surrounded by a jacket of sterile cells that keep the cells from drying out
  • Female gametes or eggs are larger with more cytoplasm & are immobile
  • Flagellated sperm must swim to the egg through water droplets for fertilization
  • Moss gametes form in separate reproductive structures on the Gametophyte — Archegonium & Antheridium

 

Archegonium Antheridium
moss archegonial head X 40.jpg (102370 bytes) Mnium antheridial head 40X.jpg (660893 bytes)

 

  • Each Archegonium forms one egg, but each Antheridium forms many sperm
  • Fertilization can occur only after rain when the Gametophyte is covered with water
  • Sperms swim to the egg by following a chemical trail released by the egg 
  • A zygote (fertilized egg) forms that undergoes mitosis and becomes a Sporophyte
  • Cells inside mature Sporophyte capsule undergoes meiosis and form haploid spores
  • Haploid spores germinate into juvenile plants called protonema
  • Protonema begin the Gametophyte generation

Protonema of Funaria hygrometrica
Protonema

  • Spores are carried by wind & sprout on moist soil forming a new Gametophyte

Asexual reproduction in Mosses:

  • Asexual reproduction in moss may occur by fragmentation or gemmae
  • Pieces of a Gametophyte can break off & form new moss plants (fragmentation)
  • Gemmae are tiny, cup shaped structures on the Gametophytes 
  • Raindrops separate gemmae from the parent plant so they can spread & form new Gametophytes

 

Gemmae cups

 

Uses for Moss:

  • Help decomposer dead logs
  • Serve as pioneer plants on bare rock or ground
  • Help prevent erosion
  • Provide shelter for insects & small animals
  • Used as nesting materials by birds & mammals
  • Sphagnum or peat moss forms peat bogs (wet ecosystem)
  • Peat is burned as fuel in some areas

Division  Hepatophyta  

Liverworts:

  • Nonvascular
  • Undergo alternation of generations with Sporophyte attached to Gametophyte
  • Gametophytes are green & leafy and the dominant generation


Liverwort

  • Need abundant water for fertilization
  • Reproduce by spores
  • Grow on moist rocks or soil
  • Reproduce asexually by gemmae and by growing new branches

Division  Anthocerophyta

Hornworts:

  • Small, nonvascular bryophytes
  • Gametophyte leafy like liverworts
  • Archegonia & antheridia form inside the plant
  • After fertilization, zygotes develop into long, horn-shaped Sporophytes
  • Horn-shaped Sporophytes capable of photosynthesis so not completely dependent on Gametophyte


Hornwort

Seedless Vascular Plants

  • Includes club mosses, whisk ferns, horsetails, & ferns
  • Have specialized vascular tissues (xylem & phloem) to transport H2O, food, etc.
  • Have a Sporophyte & Gametophyte stage known as alternation of generations
  • Sporophyte is the dominant stage
  • Reproduce by spores

Division  Psilophyta

Whisk Ferns:

  • Photosynthetic, aerial stem forks repeatedly to form a small twiggy bush
  • No true roots, stems, or leaves
  • Have horizontal, underground stems called rhizomes
  • Root-like structures called rhizoids anchor plant
  • Reproduce by spores & vegetatively from rhizomes
  • Only 2 living genera


Whisk Fern

Division  Lycophyta

Club Mosses:

  • Low growing plants resembling pine trees
  • Have a club-shaped spore producing structure


Club Moss

  • Some like Lycopodium contain chemicals that burn quickly
  • Resurrection moss is green (after rains) when moist and brown when dry.

 

Resurrection Plant
resurrection plant

 

Division  Sphenophyta

Horsetails:

  • Equisetum called scouring rush is the only living species
  • Photosynthetic aerial stems & underground rhizomes
  • Stems contain silica & were once used to scrub pots
  • Reproduce by means of spores made in small cones at the tip of branches
  • In prehistoric times, some plants of this family grew to be large trees
  • Found in wetlands


Horsetail

Division  Pterophyta

Fern Gametophyte:

  • Largest group of living seedless vascular plants
  • Live in moist habitats
  • Alternates between dominant Sporophyte stage & Gametophyte stage
  • Sporophyte stage has true roots, stems, & leaves
  • Produce spores on the underside of leaves 

fern sporangia.jpg (47544 bytes)

  • Leaves are called fronds & are attached by a stem-like petiole


FERNS

Fern Life Cycle:

  • Spores produced on underside of fronds in clusters of sporangia called sori
  • Spores undergo meiosis, are spread by wind, & germinate on moist soil to form prothallus
  • Prothallus begins the Gametophyte stage
  • Mature Gametophytes are small, heart-shaped structures that live only a short time
  • Male antheridia & female archegonia grow on the prothalli
  • Sperm must swim to the egg to fertilize it & developing embryo becomes the Sporophyte generation
  • Newly forming fronds are called fiddleheads & uncurl

Uses for Ferns:

  • Prevent erosion
  • Fiddleheads serve as food
  • Ornamental plants
  • Formed coal million of years ago
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Osmosis Lab Report Sample 4 PreAP

Osmosis Through a Cell membrane of an Egg

Joe Lockwood

Introduction:

When a cell membrane is said to be selectively permeable, it means that the cell membrane controls what substances pass in and out through the membrane.  This characteristic of cell membranes plays a great role in passive transport.  Passive transport is the movement of substances across the cell membrane without any input of energy by the cell.  The energy for passive transport comes entirely from kinetic energy that the molecules have. The simplest type of passive transport is diffusion, which is the movement of molecules from an area of high concentration to an area of lower concentration.  Diffusion moves down the concentration gradient, which is the difference in the concentration of molecules across a space.  Osmosis is a type of diffusion in which water molecules move down the concentration gradient.

When the concentration of solute molecules outside the cell is lower than the concentration of solute in the cytosol , the solution outside is hypotonic to the cytosol.  If the concentration of solute molecules is higher outside of the cell, the solution outside is said to be hypertonic.  The solution outside is isotonic if the concentration is equal on both sides of the cell membrane.

The egg shell is made of calcium carbonate and vinegar contains acetic acid.  These two can react to produce calcium acetate and carbonic acid which then decompose into water and carbon dioxide as shown in the two chemical equations:

Text Box:

Text Box:

 Hypothesis:

The eggs will increase in mass in all three solutions, showing that diffusion and osmosis occur when the concentration of two solutions is different, so that equilibrium can be established. 

Materials:

To conduct this experiment, these materials will be needed:  1-2 fresh hen eggs in their shells, masking tape and marker, distilled water, clear sugar syrup, vinegar, clear jar with lid, tongs, electronic balance, paper towels, paper, and a pencil.

 Methods:

On Day 1, the first step should be to label the jar with your lab group and the word “vinegar”.  Next, the group will mass the egg with the electronic balance and record the results in the data table.  After this, the group will carefully place the raw egg into the jar and cover the egg with vinegar.  Finally, the group is to loosely recap the jar and allow the jar to sit for 24 to 48 hours until the outer calcium shell is removed.

On Day 2, the day should begin with the group opening the jar and pouring off the vinegar.  Next, they will use tongs to carefully remove the egg to a paper towel and pat it dry.  When this is done, the group should mass the egg on an electric balance and record the size, mass, and appearance of the egg.  After this, they will clean and re-label the jar with their lab group and the word “distilled water”.  They will carefully place the egg into the jar and cover the egg with distilled water.  Finally, they will loosely re-cap the jar and allow it to sit for 24 hours.

On Day 3, the first step is to open the jar and clean out the distilled water.  Then tongs should be used to carefully remove the egg to a paper towel and pat it dry. The size is to be recorded and so should the appearance of the egg on the table.  Next, the group will mass the egg on an electric balance and record the results.  After this, the jar should be cleaned and re-labeled with the name of the group and the word “syrup”.  Finally, the group should place the egg into the jar cover it with clear syrup, loosely re-cap the jar and allow it to sit for 24 hours.

On Day 4, the day should begin by the group opening the jar and pouring off the syrup.  Next, the group will use tongs to very carefully remove the egg, rinse off the excess syrup under slow running water, and pat the egg dry on a paper towel.  After this, the size and appearance of the egg should be recorded in the data table.  Then, the mass of the egg should be taken on an electronic balance and recorded.  Finally, the work area should be cleaned and all the lab equipment should be put away.

 Results:         

Questions:

1. Vinegar is made of acetic acid and water.  Explain how it was able to remove the calcium shell.  The reaction of the acetic acid and calcium carbonate of the egg shell produces calcium acetate and carbonic acid, which then decomposes into water and carbon dioxide.

 

2.(a) What happened to the size of the egg after remaining in vinegar? The egg got bigger.

(b) Was there more or less liquid left in the jar?  There was less liquid left in the jar.

(c) Did water move into or out of the egg? Why?  Water moved into the egg because there was a lower concentration of solute molecules in the vinegar than there was inside the egg.

3.(a) What happened to the size of the egg after remaining in distilled water? The egg got a little bit bigger, but not by very much.

(b) Was there more or less liquid left in the jar?  There was a little bit less liquid left in the jar, but the change was very small.

(c) Did water move into or out of the egg? Why?  A small amount of water moved into the egg because the distilled water had a slightly lower concentration of solute molecules than inside the egg.

4. (a) What happened to the size of the egg after remaining in syrup? The egg became smaller.

(b) Was there more or less liquid left in the jar?  There was more liquid left in the jar.
(c) Did water move into or out of the egg? Why?  Water moved out of the cell because the syrup molecules were hypotonic to the solute molecules inside the egg.

5.  Was the egg larger after remaining in water or vinegar? Why?  The egg was larger after remaining in water because the water has the lower concentration of solute molecules than the vinegar so more water would diffuse to an area of higher concentration of solute particles.

6.  Why are fresh vegetables sprinkled with water at markets?  They do this so that water will diffuse into the vegetables and keep them plump and allow them to keep their look of freshness.

7.  Roads are sometimes salted to melt ice.  What does this salting do to the plants along roadside and why?  This salting dehydrates the plants because the higher salt concentration causes the water to diffuse out of the plant to even up the concentration.

 

Error Analysis:

A few errors may have happened over the course of this experiment. The washing of the egg could have affected the mass.  Also, the jars might not have been thoroughly cleaned out before putting in the next substance.  This could have affected the rate of diffusion because it would have changed the concentration of the solute particles.  These errors and a few others may have occurred.

 Discussion and Conclusion:

The hypothesis was not correct.  While two of the solutions caused the eggs to increase in mass, syrup caused the egg to lose mass.  This shows that the syrup was hypertonic to the solution inside of the egg, causing water to diffuse out of the egg to try and establish equilibrium. The egg’s mass increased in the distilled water and vinegar because they were hypotonic to the solution in the egg, causing water to diffuse into the cell.  The shell on the egg dissolved because    the egg shell is made of calcium carbonate and vinegar contains acetic acid.  These two can react to produce calcium acetate and carbonic acid which then decompose into water and carbon dioxide.


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