© 2015 Pearson Education, Inc.

Introduction Poison ivy contains urushiol, a chemical that may cause itchy and oozing blisters that can last for weeks. Like all plants, poison ivy produces energy for its growth by photosynthesis, the process that converts light energy to the chemical energy of sugar. © 2015 Pearson Education, Inc.

Introduction Photosynthesis
removes CO2 from the atmosphere and stores it in plant matter. The burning of sugar in the cellular respiration of almost all organisms releases CO2 back to the environment. © 2015 Pearson Education, Inc.

Figure 7.0-1 Figure Will global climate change make you itch? (photo: poison ivy)

Figure 7.0-2 Chapter 7: Big Ideas The Light Reactions: Converting Solar Energy to Chemical Energy An Introduction to Photosynthesis Figure Chapter 7: Big Ideas The Calvin Cycle: Reducing CO2 to Sugar The Global Significance of Photosynthesis

An Introduction to Photosynthesis
© 2015 Pearson Education, Inc.

7.1 Photosynthesis fuels the biosphere
Plants are autotrophs, which sustain themselves, do not usually consume organic molecules derived from other organisms, and make their own food through the process of photosynthesis, in which they convert CO2 and H2O to sugars and other organic molecules. Teaching Tips  The evolution of chloroplasts from photosynthetic prokaryotes living inside of eukaryotic cells is discussed in Module If your students have not already read Chapter 4, consider discussing this theory of endosymbiosis. Some students might think that the term “producers” applies to the production of oxygen by plants. In turn, they might think that consumers are organisms that use oxygen (which would include all aerobic organisms). Extra care may be needed to clarify the definitions of these frequently used terms. Active Lecture Tips  When introducing the diverse ways that plants impact our lives, challenge your students to work with students seated nearby to come up with a list of products made from plants that they come across on a regular basis. The collective lists from your students can be surprisingly long and might help to build up your catalog of examples. © 2015 Pearson Education, Inc.

Photoautotrophs use the energy of light to produce organic molecules. Chemoautotrophs are prokaryotes that use inorganic chemicals as their energy source. Heterotrophs are consumers that feed on plants or animals or decompose organic material. Teaching Tips  The evolution of chloroplasts from photosynthetic prokaryotes living inside of eukaryotic cells is discussed in Module If your students have not already read Chapter 4, consider discussing this theory of endosymbiosis. Some students might think that the term “producers” applies to the production of oxygen by plants. In turn, they might think that consumers are organisms that use oxygen (which would include all aerobic organisms). Extra care may be needed to clarify the definitions of these frequently used terms. Active Lecture Tips  When introducing the diverse ways that plants impact our lives, challenge your students to work with students seated nearby to come up with a list of products made from plants that they come across on a regular basis. The collective lists from your students can be surprisingly long and might help to build up your catalog of examples. © 2015 Pearson Education, Inc.

Photoautotrophs feed us, clothe us (think cotton), house us (think wood), and provide energy for warmth, light, transport, and manufacturing. Teaching Tips  The evolution of chloroplasts from photosynthetic prokaryotes living inside of eukaryotic cells is discussed in Module If your students have not already read Chapter 4, consider discussing this theory of endosymbiosis. Some students might think that the term “producers” applies to the production of oxygen by plants. In turn, they might think that consumers are organisms that use oxygen (which would include all aerobic organisms). Extra care may be needed to clarify the definitions of these frequently used terms. Active Lecture Tips  When introducing the diverse ways that plants impact our lives, challenge your students to work with students seated nearby to come up with a list of products made from plants that they come across on a regular basis. The collective lists from your students can be surprisingly long and might help to build up your catalog of examples. © 2015 Pearson Education, Inc.

Figure 7.1 Figure 7.1 Photoautotroph diversity

Figure 7.1a Figure 7.1a Forest plants

Figure 7.1b Figure 7.1b Kelp, a large, multicellular alga

Figure 7.1c Figure 7.1c Cyanobacteria (photosynthetic bacteria)

Photosynthesis in plants takes place in chloroplasts. Photosynthetic bacteria have infolded regions of the plasma membrane containing clusters of pigments and enzymes. Teaching Tips  The evolution of chloroplasts from photosynthetic prokaryotes living inside of eukaryotic cells is discussed in Module If your students have not already read Chapter 4, consider discussing this theory of endosymbiosis. Some students might think that the term “producers” applies to the production of oxygen by plants. In turn, they might think that consumers are organisms that use oxygen (which would include all aerobic organisms). Extra care may be needed to clarify the definitions of these frequently used terms. Active Lecture Tips  When introducing the diverse ways that plants impact our lives, challenge your students to work with students seated nearby to come up with a list of products made from plants that they come across on a regular basis. The collective lists from your students can be surprisingly long and might help to build up your catalog of examples. © 2015 Pearson Education, Inc.

7.2 Photosynthesis occurs in chloroplasts in plant cells
Chlorophyll is an important light-absorbing pigment in chloroplasts, is responsible for the green color of plants, and plays a central role in converting solar energy to chemical energy. Teaching Tips  The authors note the analogous roles of the thylakoid space and the intermembrane space of a mitochondrion. Students might be encouraged to create a list of the similarities in structure and function of mitochondria and chloroplasts through these related chapters.  The living world contains many examples of adaptations to increase surface area. Some examples are the many folds of the inner mitochondrial membrane; the highly branched surfaces of plant roots, fish gills, and human lungs; and the highly branched system of capillaries in the tissues of our bodies. Consider relating this broad principle to the extensive folding of the thylakoid membranes. © 2015 Pearson Education, Inc.

Chloroplasts are concentrated in the cells of the mesophyll, the green tissue in the interior of the leaf. Stomata are tiny pores in the leaf that allow carbon dioxide to enter and oxygen to exit. Veins in the leaf deliver water absorbed by roots. Teaching Tips  The authors note the analogous roles of the thylakoid space and the intermembrane space of a mitochondrion. Students might be encouraged to create a list of the similarities in structure and function of mitochondria and chloroplasts through these related chapters.  The living world contains many examples of adaptations to increase surface area. Some examples are the many folds of the inner mitochondrial membrane; the highly branched surfaces of plant roots, fish gills, and human lungs; and the highly branched system of capillaries in the tissues of our bodies. Consider relating this broad principle to the extensive folding of the thylakoid membranes. © 2015 Pearson Education, Inc.

Inner and outer membranes
Figure 7.2-0 Leaf Cross Section Mesophyll Leaf Vein Mesophyll Cell CO2 O2 Stoma Chloroplast Figure Zooming in on the location and structure of chloroplasts Inner and outer membranes Granum Thylakoid Thylakoid space Stroma

Leaf Cross Section Mesophyll Leaf Vein Mesophyll Cell Stoma
Figure 7.2-1 Leaf Cross Section Mesophyll Leaf Vein Mesophyll Cell Figure Zooming in on the location and structure of chloroplasts (part 1) CO2 O2 Stoma Chloroplast

Chloroplasts consist of an envelope of two membranes, which encloses an inner compartment filled with a thick fluid called stroma that contains a system of interconnected membranous sacs called thylakoids. Teaching Tips  The authors note the analogous roles of the thylakoid space and the intermembrane space of a mitochondrion. Students might be encouraged to create a list of the similarities in structure and function of mitochondria and chloroplasts through these related chapters.  The living world contains many examples of adaptations to increase surface area. Some examples are the many folds of the inner mitochondrial membrane; the highly branched surfaces of plant roots, fish gills, and human lungs; and the highly branched system of capillaries in the tissues of our bodies. Consider relating this broad principle to the extensive folding of the thylakoid membranes. © 2015 Pearson Education, Inc.

Thylakoids are often concentrated in stacks called grana and have an internal compartment called the thylakoid space, which has functions analogous to the intermembrane space of a mitochondrion in the generation of ATP. Teaching Tips  The authors note the analogous roles of the thylakoid space and the intermembrane space of a mitochondrion. Students might be encouraged to create a list of the similarities in structure and function of mitochondria and chloroplasts through these related chapters.  The living world contains many examples of adaptations to increase surface area. Some examples are the many folds of the inner mitochondrial membrane; the highly branched surfaces of plant roots, fish gills, and human lungs; and the highly branched system of capillaries in the tissues of our bodies. Consider relating this broad principle to the extensive folding of the thylakoid membranes. © 2015 Pearson Education, Inc.

Thylakoid membranes also house much of the machinery that converts light energy to chemical energy. Chlorophyll molecules are built into the thylakoid membrane and capture light energy. Teaching Tips  The authors note the analogous roles of the thylakoid space and the intermembrane space of a mitochondrion. Students might be encouraged to create a list of the similarities in structure and function of mitochondria and chloroplasts through these related chapters.  The living world contains many examples of adaptations to increase surface area. Some examples are the many folds of the inner mitochondrial membrane; the highly branched surfaces of plant roots, fish gills, and human lungs; and the highly branched system of capillaries in the tissues of our bodies. Consider relating this broad principle to the extensive folding of the thylakoid membranes. © 2015 Pearson Education, Inc.

Inner and outer membranes
Figure 7.2-2 Mesophyll Cell Chloroplast Inner and outer membranes Granum Figure Zooming in on the location and structure of chloroplasts (part 2) Thylakoid Thylakoid space Stroma

Mesophyll Cell Chloroplast Figure 7.2-3
Figure Zooming in on the location and structure of chloroplasts (mesophyll cell)

Chloroplast Stroma Granum Figure 7.2-4
Figure Zooming in on the location and structure of chloroplasts (chloroplast)

7.3 Scientists traced the process of photosynthesis using isotopes
Scientists have known since the 1800s that plants produce O2. But does this oxygen come from carbon dioxide or water? For many years, it was assumed that oxygen was extracted from CO2 taken into the plant. However, later research using a heavy isotope of oxygen, 18O, confirmed that oxygen produced by photosynthesis comes from H2O. © 2015 Pearson Education, Inc.

Figure 7.3 Figure 7.3 Oxygen bubbles on the leaves of an aquatic plant

7.3 Scientists traced the process of photosynthesis using isotopes
Experiment 1: 6 CO2  12 H2O → C6H12O6  6 H2O  6 O2 Experiment 2: 6 CO2  12 H2O → C6H12O6  6 H2O  6 O2 Student Misconceptions and Concerns  Students may not connect the growth in plant mass to the fixation of carbon during the Calvin cycle. It can be difficult for many students to appreciate that molecules in air can contribute significantly to the mass of plants. Teaching Tips  Many students do not realize that glucose is not the direct product of photosynthesis. Although glucose is often shown as a final product of photosynthesis, a three-carbon sugar is directly produced (G3P, as the authors note later in Module 7.10). A plant can use G3P to make many types of organic molecules, including glucose. © 2015 Pearson Education, Inc.

7.4 Photosynthesis is a redox process, as is cellular respiration
Photosynthesis, like respiration, is a redox (oxidation-reduction) process. CO2 becomes reduced to sugar as electrons, along with hydrogen ions (H+) from water, are added to it. Water molecules are oxidized when they lose electrons along with hydrogen ions. Teaching Tips  In our world, energy is frequently converted to a usable form in one place and used in another. For example, electricity is generated by power plants, transferred to our homes, and used to run computers, create light, and help us prepare foods. Consider relating this common energy transfer to the two-stage process of photosynthesis. Active Lecture Tips  See the activity Photosynthesis and Respiration: Are They Similar on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Becomes reduced 6 CO2 + 6 H2O C6H12O6 + 6 O2 Becomes oxidized
Figure 7.4a Becomes reduced 6 CO H2O C6H12O O2 Becomes oxidized Figure 7.4a Photosynthesis (uses light energy)

Cellular respiration uses redox reactions to harvest the chemical energy stored in a glucose molecule. This is accomplished by oxidizing the sugar and reducing O2 to H2O. The electrons lose potential as they travel down the electron transport chain to O2. In contrast, the food-producing redox reactions of photosynthesis require energy. Teaching Tips  In our world, energy is frequently converted to a usable form in one place and used in another. For example, electricity is generated by power plants, transferred to our homes, and used to run computers, create light, and help us prepare foods. Consider relating this common energy transfer to the two-stage process of photosynthesis. Active Lecture Tips  See the activity Photosynthesis and Respiration: Are They Similar on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

In photosynthesis, light energy is captured by chlorophyll molecules to boost the energy of electrons, light energy is converted to chemical energy, and chemical energy is stored in the chemical bonds of sugars. Teaching Tips  In our world, energy is frequently converted to a usable form in one place and used in another. For example, electricity is generated by power plants, transferred to our homes, and used to run computers, create light, and help us prepare foods. Consider relating this common energy transfer to the two-stage process of photosynthesis. Active Lecture Tips  See the activity Photosynthesis and Respiration: Are They Similar on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Becomes oxidized C6H12O6 + 6 O2 6 CO2 + 6 H2O Becomes reduced
Figure 7.4b Becomes oxidized C6H12O O2 6 CO H2O Becomes reduced Figure 7.4b Cellular respiration (releases chemical energy)

7.5 The two stages of photosynthesis are linked by ATP and NADPH
Photosynthesis occurs in two stages. The light reactions occur in the thylakoid membranes. In these reactions water is split, providing a source of electrons and giving off oxygen as a by-product, ATP is generated from ADP and a phosphate group, and light energy is absorbed by the chlorophyll molecules to drive the transfer of electrons and H+ from water to the electron acceptor NADP+, reducing it to NADPH. NADPH, produced by the light reactions, provides the “reducing power” to the Calvin cycle. Student Misconceptions and Concerns  Students may understand the overall chemical relationships between photosynthesis and cellular respiration, but many struggle to understand the use of carbon dioxide in the Calvin cycle. Photosynthesis is much more than gas exchange. Teaching Tips  In our world, energy is frequently converted to a usable form in one place and used in another. For example, electricity is generated by power plants, transferred to our homes, and used to run computers, create light, and help us prepare foods. Consider relating this common energy transfer to the two-stage process of photosynthesis.  Figure 7.5 is an important visual organizer, which notes the key structures and functions of the two stages of photosynthesis. This figure demonstrates that water and sunlight are used in the thylakoid membranes to generate oxygen, ATP, and NADPH. The second step, in the stroma, reveals the use of carbon dioxide, ATP, and NADPH to ultimately generate carbohydrates. Active Lecture Tips  See the activity Photosynthesis and Respiration: Are They Similar on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

7.5 The two stages of photosynthesis are linked by ATP and NADPH
The second stage is the Calvin cycle, which occurs in the stroma of the chloroplast. The Calvin cycle is a cyclic series of reactions that assembles sugar molecules using CO2 and the energy- rich products of the light reactions. During the Calvin cycle, CO2 is incorporated into organic compounds in a process called carbon fixation. After carbon fixation, the carbon compounds are reduced to sugars. The Calvin cycle is often called the dark reactions, or light-independent reactions, because none of the steps requires light directly. Student Misconceptions and Concerns  Students may understand the overall chemical relationships between photosynthesis and cellular respiration, but many struggle to understand the use of carbon dioxide in the Calvin cycle. Photosynthesis is much more than gas exchange. Teaching Tips  In our world, energy is frequently converted to a usable form in one place and used in another. For example, electricity is generated by power plants, transferred to our homes, and used to run computers, create light, and help us prepare foods. Consider relating this common energy transfer to the two-stage process of photosynthesis.  Figure 7.5 is an important visual organizer, which notes the key structures and functions of the two stages of photosynthesis. This figure demonstrates that water and sunlight are used in the thylakoid membranes to generate oxygen, ATP, and NADPH. The second step, in the stroma, reveals the use of carbon dioxide, ATP, and NADPH to ultimately generate carbohydrates. Active Lecture Tips  See the activity Photosynthesis and Respiration: Are They Similar on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Light Reactions (in thylakoids)
Figure 7.5-1 H2O Light NADP + ADP + P Light Reactions (in thylakoids) Figure An overview of the two stages of photosynthesis in a chloroplast (step 1) Chloroplast

Light Reactions (in thylakoids)
Figure 7.5-2 H2O Light NADP + ADP + P Light Reactions (in thylakoids) ATP Figure An overview of the two stages of photosynthesis in a chloroplast (step 2) NADPH Chloroplast O2

Calvin Cycle (in stroma) Light Reactions (in thylakoids)
Figure 7.5-3 H2O CO2 Light NADP + ADP + P Calvin Cycle (in stroma) Light Reactions (in thylakoids) ATP Figure An overview of the two stages of photosynthesis in a chloroplast (step 3) NADPH Chloroplast O2 Sugar

Converting Solar Energy to Chemical Energy
The Light Reactions: Converting Solar Energy to Chemical Energy © 2015 Pearson Education, Inc.

7.6 Visible radiation absorbed by pigments drives the light reactions
Sunlight contains energy called electromagnetic energy or radiation. Visible light is only a small part of the electromagnetic spectrum, the full range of electromagnetic wavelengths. Electromagnetic energy travels in waves. The wavelength is the distance between the crests of two adjacent waves. Student Misconceptions and Concerns  The authors note that electromagnetic energy travels through space in waves that are like ripples made by a pebble dropped into a puddle. This wave imagery is helpful but can confuse students when energy is also thought of as discrete packets called photons. The dual nature of light, which exhibits the properties of waves and particles, may need to be discussed further if students are to do more than just accept definitions.  The authors note that sunlight is a type of radiation. Many students think of radiation as a result of radioactive decay, a serious threat to health. The diverse types of radiation and the varying energy associated with each might need to be explained.  Even at the college level, students struggle to understand why we perceive certain colors. The authors discuss the specific absorption and reflection of certain wavelengths of light, noting which colors are absorbed and which are reflected (and thus available for our eyes to detect). Consider spending time to make sure that your students understand how photosynthetic pigments absorb and reflect certain wavelengths. Teaching Tips Consider bringing a prism to class and demonstrating the spectrum of light. Depending on what you have available, it can be a dramatic reinforcement. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Light behaves as discrete packets of energy called photons. A photon is a fixed quantity of light energy. The shorter the wavelength, the greater the energy. Student Misconceptions and Concerns  The authors note that electromagnetic energy travels through space in waves that are like ripples made by a pebble dropped into a puddle. This wave imagery is helpful but can confuse students when energy is also thought of as discrete packets called photons. The dual nature of light, which exhibits the properties of waves and particles, may need to be discussed further if students are to do more than just accept definitions.  The authors note that sunlight is a type of radiation. Many students think of radiation as a result of radioactive decay, a serious threat to health. The diverse types of radiation and the varying energy associated with each might need to be explained.  Even at the college level, students struggle to understand why we perceive certain colors. The authors discuss the specific absorption and reflection of certain wavelengths of light, noting which colors are absorbed and which are reflected (and thus available for our eyes to detect). Consider spending time to make sure that your students understand how photosynthetic pigments absorb and reflect certain wavelengths. Teaching Tips Consider bringing a prism to class and demonstrating the spectrum of light. Depending on what you have available, it can be a dramatic reinforcement. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Shorter wavelength Longer wavelength Higher energy Lower energy
Figure 7.6a Shorter wavelength Longer wavelength Higher energy Lower energy 10−5 nm 10−3 nm 1 nm 103 nm 106 nm 1 m 103 m Gamma rays Micro- waves Radio waves X-rays UV Infrared Visible light Figure 7.6a The electromagnetic spectrum and the wavelengths of visible light Wavelength (nm)

Plant pigments are built into the thylakoid membrane, absorb some wavelengths of light, and reflect or transmit other wavelengths. We see the color of the wavelengths that are transmitted. For example, chlorophyll transmits green wavelengths. Student Misconceptions and Concerns  The authors note that electromagnetic energy travels through space in waves that are like ripples made by a pebble dropped into a puddle. This wave imagery is helpful but can confuse students when energy is also thought of as discrete packets called photons. The dual nature of light, which exhibits the properties of waves and particles, may need to be discussed further if students are to do more than just accept definitions.  The authors note that sunlight is a type of radiation. Many students think of radiation as a result of radioactive decay, a serious threat to health. The diverse types of radiation and the varying energy associated with each might need to be explained.  Even at the college level, students struggle to understand why we perceive certain colors. The authors discuss the specific absorption and reflection of certain wavelengths of light, noting which colors are absorbed and which are reflected (and thus available for our eyes to detect). Consider spending time to make sure that your students understand how photosynthetic pigments absorb and reflect certain wavelengths. Teaching Tips Consider bringing a prism to class and demonstrating the spectrum of light. Depending on what you have available, it can be a dramatic reinforcement. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Animation: Light and Pigments

Light Reflected light Chloroplast Thylakoid Absorbed light
Figure 7.6b-0 Light Reflected light Figure 7.6b-0 The interaction of light with a chloroplast Chloroplast Thylakoid Absorbed light Transmitted light

Light Reflected light Chloroplast Thylakoid Absorbed light
Figure 7.6b-1 Light Reflected light Chloroplast Figure 7.6b-1 The interaction of light with a chloroplast (part 1) Thylakoid Absorbed light Transmitted light

Figure 7.6b-2 Figure 7.6b-2 The interaction of light with a chloroplast (part 2)

Chloroplasts contain several different pigments, which absorb light of different wavelengths. Chlorophyll a absorbs mainly blue-violet and red light and reflects mainly green light. Chlorophyll b absorbs mainly blue and orange and reflects (appears) olive-green. Carotenoids broaden the spectrum of colors that can drive photosynthesis and provide photoprotection, absorbing and dissipating excessive light energy that would otherwise damage chlorophyll or interact with oxygen to form reactive oxidative molecules. © 2015 Pearson Education, Inc.

7.7 Photosystems capture solar energy
Pigments in chloroplasts absorb photons (capturing solar power), which increases the potential energy of the pigments’ electrons and sends the electrons into an unstable state. Generally, when isolated pigment molecules absorb light, their excited electrons drop back down to the ground state and release their excess energy as heat. Student Misconceptions and Concerns  Even at the college level, students struggle to understand why we perceive certain colors. The authors discuss the specific absorption and reflection of certain wavelengths of light, noting which colors are absorbed and which are reflected (and thus available for our eyes to detect). Consider spending time to make sure that your students understand how photosynthetic pigments absorb and reflect certain wavelengths. Teaching Tips  The authors discuss a phenomenon that most students have noticed: dark surfaces heat up faster in the sun than do lighter-colored surfaces. This is an opportunity to demonstrate to your students the various depths of scientific explanations and help them appreciate their own educational progress. In elementary school, they might have learned that the sun heats darker surfaces faster than lighter surfaces. In high school, they may have learned more about light energy and the fact that dark surfaces absorb more of this energy than lighter surfaces. Now, in college, they are learning that at the atomic level, darker surfaces absorb the energy of more photons, exciting more electrons, which then fall back to a lower state, releasing more heat. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Photon (fluorescence)
Figure 7.7a-0 Excited state Heat Photon of light Photon (fluorescence) Ground state Figure 7.7a-0 A solution of chlorophyll glowing red when illuminated (left); diagram of an isolated, light-excited chlorophyll molecule that releases a photon of red light (right) Chlorophyll molecule

Figure 7.7a-2 Figure 7.7a-2 A solution of chlorophyll glowing red when illuminated (part 2)

Photon (fluorescence)
Figure 7.7a-1 Excited state Heat Photon of light Photon (fluorescence) Ground state Figure 7.7a-1 Diagram of an isolated, light-excited chlorophyll molecule that releases a photon of red light (part 1) Chlorophyll molecule

Within a thylakoid membrane, chlorophyll and other pigment molecules absorb photons and transfer the energy to other pigment molecules. In the thylakoid membrane, chlorophyll molecules are organized along with other pigments and proteins into photosystems. Student Misconceptions and Concerns  Even at the college level, students struggle to understand why we perceive certain colors. The authors discuss the specific absorption and reflection of certain wavelengths of light, noting which colors are absorbed and which are reflected (and thus available for our eyes to detect). Consider spending time to make sure that your students understand how photosynthetic pigments absorb and reflect certain wavelengths. Teaching Tips  The authors discuss a phenomenon that most students have noticed: dark surfaces heat up faster in the sun than do lighter-colored surfaces. This is an opportunity to demonstrate to your students the various depths of scientific explanations and help them appreciate their own educational progress. In elementary school, they might have learned that the sun heats darker surfaces faster than lighter surfaces. In high school, they may have learned more about light energy and the fact that dark surfaces absorb more of this energy than lighter surfaces. Now, in college, they are learning that at the atomic level, darker surfaces absorb the energy of more photons, exciting more electrons, which then fall back to a lower state, releasing more heat. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

A photosystem consists of a number of light- harvesting complexes surrounding a reaction- center complex. A light-harvesting complex contains various pigment molecules bound to proteins. Collectively, the light-harvesting complexes function as a light-gathering antenna. Student Misconceptions and Concerns  Even at the college level, students struggle to understand why we perceive certain colors. The authors discuss the specific absorption and reflection of certain wavelengths of light, noting which colors are absorbed and which are reflected (and thus available for our eyes to detect). Consider spending time to make sure that your students understand how photosynthetic pigments absorb and reflect certain wavelengths. Teaching Tips  The authors discuss a phenomenon that most students have noticed: dark surfaces heat up faster in the sun than do lighter-colored surfaces. This is an opportunity to demonstrate to your students the various depths of scientific explanations and help them appreciate their own educational progress. In elementary school, they might have learned that the sun heats darker surfaces faster than lighter surfaces. In high school, they may have learned more about light energy and the fact that dark surfaces absorb more of this energy than lighter surfaces. Now, in college, they are learning that at the atomic level, darker surfaces absorb the energy of more photons, exciting more electrons, which then fall back to a lower state, releasing more heat. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Pair of chlorophyll a molecules
Figure 7.7b Photosystem Light Light-harvesting complexes Reaction-center complex Primary electron acceptor STROMA Thylakoid membrane Figure 7.7b A light-excited pair of chlorophyll molecules in the reaction center of a photosystem passing an excited electron to a primary electron acceptor THYLAKOID SPACE Pigment molecules Transfer of energy Pair of chlorophyll a molecules

The light energy is passed from molecule to molecule within the photosystem. Finally it reaches the reaction center, where a primary electron acceptor accepts these electrons and consequently becomes reduced. The solar-powered transfer of an electron from the reaction-center chlorophyll a pair to the primary electron acceptor is the first step in the transformation of light energy to chemical energy in the light reactions. Student Misconceptions and Concerns  Even at the college level, students struggle to understand why we perceive certain colors. The authors discuss the specific absorption and reflection of certain wavelengths of light, noting which colors are absorbed and which are reflected (and thus available for our eyes to detect). Consider spending time to make sure that your students understand how photosynthetic pigments absorb and reflect certain wavelengths. Teaching Tips  The authors discuss a phenomenon that most students have noticed: dark surfaces heat up faster in the sun than do lighter-colored surfaces. This is an opportunity to demonstrate to your students the various depths of scientific explanations and help them appreciate their own educational progress. In elementary school, they might have learned that the sun heats darker surfaces faster than lighter surfaces. In high school, they may have learned more about light energy and the fact that dark surfaces absorb more of this energy than lighter surfaces. Now, in college, they are learning that at the atomic level, darker surfaces absorb the energy of more photons, exciting more electrons, which then fall back to a lower state, releasing more heat. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Two types of photosystems (photosystem I and photosystem II) cooperate in the light reactions. Each photosystem has a characteristic reaction- center complex, with a special pair of chlorophyll a molecules associated with a particular primary electron acceptor. Student Misconceptions and Concerns  Even at the college level, students struggle to understand why we perceive certain colors. The authors discuss the specific absorption and reflection of certain wavelengths of light, noting which colors are absorbed and which are reflected (and thus available for our eyes to detect). Consider spending time to make sure that your students understand how photosynthetic pigments absorb and reflect certain wavelengths. Teaching Tips  The authors discuss a phenomenon that most students have noticed: dark surfaces heat up faster in the sun than do lighter-colored surfaces. This is an opportunity to demonstrate to your students the various depths of scientific explanations and help them appreciate their own educational progress. In elementary school, they might have learned that the sun heats darker surfaces faster than lighter surfaces. In high school, they may have learned more about light energy and the fact that dark surfaces absorb more of this energy than lighter surfaces. Now, in college, they are learning that at the atomic level, darker surfaces absorb the energy of more photons, exciting more electrons, which then fall back to a lower state, releasing more heat. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

7.8 Two photosystems connected by an electron transport chain generate ATP and NADPH
In the light reactions, light energy is transformed into the chemical energy of ATP and NADPH. To accomplish this, electrons are removed from water, passed from photosystem II to photosystem I, and accepted by NADP+, reducing it to NADPH. Between the two photosystems, the electrons move down an electron transport chain and provide energy for the synthesis of ATP. Teaching Tips   The authors develop a mechanical analogy for the energy levels and movement of electrons in the light reaction. Figure 7.8 equates the height of an electron with its energy state. Thus, electrons captured at high levels carry more energy than electrons in lower positions. Although this figure can be very effective, students might need to be carefully led through the analogy to understand precisely what is represented. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

7.8 Two photosystems connected by an electron transport chain generate ATP and NADPH
A simple mechanical analogy helps unpack this rather complicated system. This construction analogy shows how the coupling of two photosystems and an electron transport chain can transform the energy of light to the chemical energy of ATP and NADPH. Teaching Tips   The authors develop a mechanical analogy for the energy levels and movement of electrons in the light reaction. Figure 7.8 equates the height of an electron with its energy state. Thus, electrons captured at high levels carry more energy than electrons in lower positions. Although this figure can be very effective, students might need to be carefully led through the analogy to understand precisely what is represented. Active Lecture Tips  See the activity Demonstration of the Light Dependent Reactions of Photosynthesis Using Students as Molecules on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity.  See the activity Satellite TV and Photosystems on the Instructor Exchange. Visit the Instructor Exchange in the MasteringBiology instructor resource area for a description of this activity. © 2015 Pearson Education, Inc.

Electron transport chain ramp
Figure 7.8 ATP NADPH Electron transport chain ramp Photon Figure 7.8 A mechanical analogy of the light reactions Photon Photosystem II Photosystem I

7.9 VISUALIZING THE CONCEPT: The light reactions take place within the thylakoid membranes
A thylakoid membrane includes numerous copies of the two photosystems and the electron transport chain. Teaching Tips  Module 7.9 can be the basis for an excellent comparison between oxidative phosphorylation in mitochondria and photophosphorylation in chloroplasts. If your students have not already read or discussed chemiosmosis in mitochondria, consider assigning Modules 6.6 and 6.10 to show the similarities of these processes. (As noted in Module 7.2, the thylakoid space is analogous to the intermembrane space of mitochondria.) © 2015 Pearson Education, Inc.

7.9 VISUALIZING THE CONCEPT: The light reactions take place within the thylakoid membranes
Light energy absorbed by the two photosystems drives the flow of electrons from water to NADPH. The electron transport chain helps to produce the concentration gradient of H+ across the thylakoid membrane, which drives H+ through ATP synthase, producing ATP. Because the initial energy input is light (“photo”), this chemiosmotic production of ATP is called photophosphorylation. Teaching Tips  Module 7.9 can be the basis for an excellent comparison between oxidative phosphorylation in mitochondria and photophosphorylation in chloroplasts. If your students have not already read or discussed chemiosmosis in mitochondria, consider assigning Modules 6.6 and 6.10 to show the similarities of these processes. (As noted in Module 7.2, the thylakoid space is analogous to the intermembrane space of mitochondria.) © 2015 Pearson Education, Inc.

Electron transport chain
Figure 7.9-0 Thylakoid sac Chloroplast Light H+ Electron transport chain Light Photosystem II Photosystem I NADP+ + H+ NADPH H+ H+ H+ H+ H+ H+ H2O 1 2 O2 + 2 H+ H+ H+ H+ H+ To Calvin Cycle H+ H+ H+ THYLAKOID SPACE H+ H+ H+ H+ H+ H+ H+ Figure The light reactions Thylakoid membrane ATP synthase H+ STROMA H+ H+ H+ ADP + P ATP H+

Primary electron acceptor
Figure 7.9-1 Light Photosystem II Primary electron acceptor Pigment molecules Reaction center pair of chlorophyll a molecules H2O 2 1 1 O2 + 2 H+ Figure The light reactions (step 1)

Figure 7.9-2 Light H+ Electron transport chain Photosystem II H+ H+ H+ H+ H2O 2 1 1 O2 + 2 H+ H+ Figure The light reactions (step 2)

Figure 7.9-3 Light H+ Electron transport chain Light Photosystem II Photosystem I H+ Primary electron acceptor Pigment molecules Reaction center pair of chlorophyll a molecules H+ H+ H+ H+ H2O 1 2 1 O2 + 2 H+ H+ H+ Figure The light reactions (step 3)

Figure 7.9-4 Light H+ Electron transport chain Light Photosystem II Photosystem I NADP+ H+ NADPH H+ H+ H+ H+ H+ H+ H2O 1 2 1 O2 + 2 H+ H+ H+ H+ To Calvin Cycle H+ H+ H+ Figure The light reactions (step 4)

Figure 7.9-5 Light H+ Electron transport chain Light Photosystem II Photosystem I NADP+ H+ NADPH H+ H+ H+ H+ H+ H+ H2O 1 2 1 O2 + 2 H+ H+ H+ H+ To Calvin Cycle H+ H+ H+ H+ THYLAKOID SPACE H+ H+ H+ H+ H+ H+ H+ Figure The light reactions (step 5) Thylakoid membrane ATP synthase STROMA H+ H+ H+ H+ ADP + P ATP H+

The Calvin Cycle: Reducing CO2 to Sugar

7.10 ATP and NADPH power sugar synthesis in the Calvin cycle
The Calvin cycle makes sugar within a chloroplast. To produce sugar, the necessary ingredients are atmospheric CO2 and ATP and NADPH generated by the light reactions. Student Misconceptions and Concerns  The terms light reactions and dark reactions can lead students to conclude that each set of reactions occurs at different times of the day. However, the Calvin cycle in most plants occurs during daylight, when NADPH and ATP from the light reactions are readily available. Teaching Tips  Glucose is not the direct product of the Calvin cycle, as might be expected from the general equation for photosynthesis. Instead, as noted in the text, G3P is the main product. Clarify the diverse uses of G3P in the production of many important plant molecules. © 2015 Pearson Education, Inc.

The Calvin cycle uses these three ingredients to produce an energy-rich, three-carbon sugar called glyceraldehyde 3-phosphate (G3P). A plant cell uses G3P to make glucose, the disaccharide sucrose, and other organic molecules as needed. Student Misconceptions and Concerns  The terms light reactions and dark reactions can lead students to conclude that each set of reactions occurs at different times of the day. However, the Calvin cycle in most plants occurs during daylight, when NADPH and ATP from the light reactions are readily available. Teaching Tips  Glucose is not the direct product of the Calvin cycle, as might be expected from the general equation for photosynthesis. Instead, as noted in the text, G3P is the main product. Clarify the diverse uses of G3P in the production of many important plant molecules. © 2015 Pearson Education, Inc.

The steps of the Calvin cycle include carbon fixation, reduction, release of one molecule of G3P, and regeneration of the starting molecule, ribulose bisphosphate (RuBP). Photosynthesis is an emergent property of the structural organization of a chloroplast, which integrates the two stages of photosynthesis. © 2015 Pearson Education, Inc.

Release of one molecule of G3P
Figure H2O CO2 Light NADP+ ADP + P Light Reactions Calvin Cycle Input 3 ATP Step 1 Carbon fixation CO2 NADPH Chloroplast Rubisco O2 Sugar 6 P 3 P P 3-PGA RuBP 6 ATP 3 ADP Step 4 P P 6 ADP + P P Regeneration of RuBP CALVIN CYCLE 3 ATP 6 NADPH Figure An overview of the Calvin cycle 6 NADP+ 6 P 5 P G3P G3P Step 2 Reduction Step 3 Release of one molecule of G3P 1 P G3P Output Glucose and other compounds

Chloroplast H2O CO2 Light NADP+ ADP + P Light Reactions Calvin Cycle
Figure H2O CO2 Light NADP+ ADP + P Light Reactions Calvin Cycle ATP NADPH Figure An overview of the Calvin cycle (part 1) Chloroplast O2 Sugar

Figure Input 3 Step 1 Carbon fixation CO2 Rubisco 6 P 3 P P 3-PGA RuBP 6 ATP 3 ADP Step 4 6 ADP + P Regeneration of RuBP CALVIN CYCLE 3 ATP 6 NADPH 6 NADP+ 6 P Figure An overview of the Calvin cycle (part 2) 5 P G3P G3P Step 2 Reduction Step 3 Release of one molecule of G3P 1 P Glucose and other compounds G3P Output

Input Step 1 Carbon fixation 3-PGA RuBP CALVIN CYCLE 3 CO2 Rubisco 6 P
Figure Input 3 Step 1 Carbon fixation CO2 Rubisco 6 P 3 P P 3-PGA RuBP CALVIN CYCLE Figure Details of the Calvin cycle, which takes place in the stroma of a chloroplast (step 1)

Input Step 1 Carbon fixation Step 2 Reduction 3-PGA RuBP CALVIN CYCLE
Figure Input 3 Step 1 Carbon fixation CO2 Rubisco 6 P 3 P P 3-PGA RuBP 6 ATP 6 ADP + P CALVIN CYCLE 6 NADPH 6 NADP+ 6 P Figure Details of the Calvin cycle, which takes place in the stroma of a chloroplast (step 2) G3P Step 2 Reduction

Figure Input 3 Step 1 Carbon fixation CO2 Rubisco 6 P 3 P P 3-PGA RuBP 6 ATP 6 ADP + P CALVIN CYCLE 6 NADPH 6 NADP+ 6 P Figure Details of the Calvin cycle, which takes place in the stroma of a chloroplast (step 3) 5 P G3P G3P Step 2 Reduction Step 3 Release of one molecule of G3P 1 P Glucose and other compounds G3P Output

Figure Input 3 Step 1 Carbon fixation CO2 Rubisco 6 P 3 P P 3-PGA RuBP 6 ATP 3 ADP Step 4 6 ADP + P Regeneration of RuBP CALVIN CYCLE 3 ATP 6 NADPH 6 NADP+ 6 P Figure Details of the Calvin cycle, which takes place in the stroma of a chloroplast (step 4) 5 P G3P G3P Step 2 Reduction Step 3 Release of one molecule of G3P 1 P Glucose and other compounds G3P Output

7.11 EVOLUTION CONNECTION: Other methods of carbon fixation have evolved in hot, dry climates
Most plants use CO2 directly from the air, and carbon fixation occurs when the enzyme rubisco adds CO2 to RuBP. Such plants are called C3 plants because the first product of carbon fixation is a three-carbon compound, 3-PGA. Teaching Tips  If you can find examples of C3, C4, and CAM plants, consider bringing them to class. Referring to living plants helps students understand these abstract concepts. Nice photographs can serve as a substitute.  Relate the properties of C3 and C4 plants to the regions of the country where each is grown. Students might generally understand that crops have specific requirements, but may not specifically relate these physiological differences to their geographic sites of production or specific evolutionary histories. © 2015 Pearson Education, Inc.

In hot and dry weather, C3 plants close their stomata to reduce water loss, but this prevents CO2 from entering the leaf and O2 from leaving. As O2 builds up in a leaf, rubisco adds O2 instead of CO2 to RuBP, and a two-carbon product of this reaction is then broken down in the cell. This process is called photorespiration because it occurs in the light, consumes O2, and releases CO2. But unlike cellular respiration, it uses ATP instead of producing it. Teaching Tips  If you can find examples of C3, C4, and CAM plants, consider bringing them to class. Referring to living plants helps students understand these abstract concepts. Nice photographs can serve as a substitute.  Relate the properties of C3 and C4 plants to the regions of the country where each is grown. Students might generally understand that crops have specific requirements, but may not specifically relate these physiological differences to their geographic sites of production or specific evolutionary histories. © 2015 Pearson Education, Inc.

An alternate mode of carbon fixation has evolved that minimizes photorespiration and optimizes the Calvin cycle. C4 plants are so named because they first fix CO2 into a four-carbon compound. When the weather is hot and dry, C4 plants keep their stomata mostly closed, thus conserving water. Teaching Tips  If you can find examples of C3, C4, and CAM plants, consider bringing them to class. Referring to living plants helps students understand these abstract concepts. Nice photographs can serve as a substitute.  Relate the properties of C3 and C4 plants to the regions of the country where each is grown. Students might generally understand that crops have specific requirements, but may not specifically relate these physiological differences to their geographic sites of production or specific evolutionary histories. © 2015 Pearson Education, Inc.

Another adaptation to hot and dry environments has evolved in the CAM plants, such as pineapples, cacti, aloe, and jade. CAM plants conserve water by opening their stomata and admitting CO2 only at night. CO2 is fixed into a four-carbon compound, which banks CO2 at night and releases it to the Calvin cycle during the day. Teaching Tips  If you can find examples of C3, C4, and CAM plants, consider bringing them to class. Referring to living plants helps students understand these abstract concepts. Nice photographs can serve as a substitute.  Relate the properties of C3 and C4 plants to the regions of the country where each is grown. Students might generally understand that crops have specific requirements, but may not specifically relate these physiological differences to their geographic sites of production or specific evolutionary histories. © 2015 Pearson Education, Inc.

Calvin Cycle Calvin Cycle
Figure CO2 Night CO2 Mesophyll cell 4-C compound 4-C compound Bundle- sheath cell CO2 CO2 Calvin Cycle Calvin Cycle Figure Comparison of C4 and CAM photosynthesis Sugar Sugar C4 plant Day CAM plant Sugarcane Pineapple

Calvin Cycle Calvin Cycle
Figure CO2 Night CO2 Mesophyll cell 4-C compound 4-C compound Bundle- sheath cell CO2 CO2 Calvin Cycle Calvin Cycle Figure Comparison of C4 and CAM photosynthesis (part 1) Sugar Sugar C4 plant Day CAM plant

Figure Figure Comparison of C4 and CAM photosynthesis (part 2) Sugarcane

Figure Figure Comparison of C4 and CAM photosynthesis (part 3) Pineapple

The Global Significance of Photosynthesis

7.12 Photosynthesis makes sugar from CO2 and H2O, providing food and O2 for almost all living organisms Two photosystems in the thylakoid membranes capture solar energy, energizing electrons in chlorophyll molecules. Simultaneously, water is split, O2 is released, and electrons are funneled to the photosystems. Student Misconceptions and Concerns  Some students do not realize that plant cells also have mitochondria. Instead, they assume that the chloroplasts are sufficient for the plant cell’s needs. As noted in the text, nearly 50% of the carbohydrates produced by plant cells are used for cellular respiration (involving mitochondria). Teaching Tips  The authors note that G3P is also used to produce cellulose, the most abundant organic molecule in a plant and probably on the surface of the Earth! Active Lecture Tips  Have your students work together in small groups to explain how the energy in beef is ultimately derived from the sun. Perhaps have them turn in a single diagram linking the steps of energy transfer from the sun to their cells. © 2015 Pearson Education, Inc.

7.12 Photosynthesis makes sugar from CO2 and H2O, providing food and O2 for almost all living organisms The photoexcited electrons are transferred through an electron transport chain, where energy is harvested to make ATP by the process of chemiosmosis, and finally to NADP+, reducing it to the high-energy compound NADPH. Student Misconceptions and Concerns  Some students do not realize that plant cells also have mitochondria. Instead, they assume that the chloroplasts are sufficient for the plant cell’s needs. As noted in the text, nearly 50% of the carbohydrates produced by plant cells are used for cellular respiration (involving mitochondria). Teaching Tips  The authors note that G3P is also used to produce cellulose, the most abundant organic molecule in a plant and probably on the surface of the Earth! Active Lecture Tips  Have your students work together in small groups to explain how the energy in beef is ultimately derived from the sun. Perhaps have them turn in a single diagram linking the steps of energy transfer from the sun to their cells. © 2015 Pearson Education, Inc.

Calvin Cycle (in stroma) Electron transport chain
Figure 7.12 H2O CO2 Chloroplast Light NADP+ ADP + P Light Reactions RuBP Photosystem II Calvin Cycle (in stroma) 3-PGA Electron transport chain Thylakoids Photosystem I ATP Stroma Figure 7.12 A summary of photosynthesis NADPH G3P Cellular respiration Cellulose Starch O2 Sugars Other organic compounds

7.12 Photosynthesis makes sugar from CO2 and H2O, providing food and O2 for almost all living organisms About 50% of the carbohydrates made by photosynthesis is consumed as fuel for cellular respiration in the mitochondria of plant cells. Sugars also serve as the starting material for making other organic molecules, such as proteins, lipids, and cellulose. Many glucose molecules are linked together to make cellulose, the main component of cell walls. Student Misconceptions and Concerns  Some students do not realize that plant cells also have mitochondria. Instead, they assume that the chloroplasts are sufficient for the plant cell’s needs. As noted in the text, nearly 50% of the carbohydrates produced by plant cells are used for cellular respiration (involving mitochondria). Teaching Tips  The authors note that G3P is also used to produce cellulose, the most abundant organic molecule in a plant and probably on the surface of the Earth! Active Lecture Tips  Have your students work together in small groups to explain how the energy in beef is ultimately derived from the sun. Perhaps have them turn in a single diagram linking the steps of energy transfer from the sun to their cells. © 2015 Pearson Education, Inc.

7.12 Photosynthesis makes sugar from CO2 and H2O, providing food and O2 for almost all living organisms Most plants make much more food each day than they need. They store the excess in roots, tubers, seeds, and fruits. Plants (and other photosynthesizers) are the ultimate source of food for virtually all other organisms. Student Misconceptions and Concerns  Some students do not realize that plant cells also have mitochondria. Instead, they assume that the chloroplasts are sufficient for the plant cell’s needs. As noted in the text, nearly 50% of the carbohydrates produced by plant cells are used for cellular respiration (involving mitochondria). Teaching Tips  The authors note that G3P is also used to produce cellulose, the most abundant organic molecule in a plant and probably on the surface of the Earth! Active Lecture Tips  Have your students work together in small groups to explain how the energy in beef is ultimately derived from the sun. Perhaps have them turn in a single diagram linking the steps of energy transfer from the sun to their cells. © 2015 Pearson Education, Inc.

7.13 SCIENTIFIC THINKING: Rising atmospheric levels of carbon dioxide and global climate change will affect plants in various ways The greenhouse effect operates on a global scale. Solar radiation passes through the atmosphere and warms Earth’s surface. Heat radiating from the warmed planet is absorbed by greenhouse gases, such as CO2, water vapor, and methane, which then reflect some of the heat back to Earth. Without this natural heating effect, the average air temperature would be a frigid –18C (–0.4F), and most life as we know it could not exist. Student Misconceptions and Concerns  Students often do not fully understand how the burning of fossil fuels contributes to global warming. They might wonder, “How does the burning of fossil fuels differ from the burning of ethanol produced from crops?” Students might not realize that the carbon in fossil fuels was removed from the atmosphere hundreds of millions of years ago, while the carbon in crops was removed much more recently, when the crops were grown. The use of ethanol as an alternative is complicated by the typical reliance upon fossil fuels for ethanol production.  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Some students might better relate the greenhouse effect to what happens inside their closed car on a sunny day. The glass in our automobiles functions like the glass of a greenhouse, trapping heat inside our car. This can be an advantage during the winter but is usually not welcome on a hot summer day! © 2015 Pearson Education, Inc.

7.13 SCIENTIFIC THINKING: Rising atmospheric levels of carbon dioxide and global climate change will affect plants in various ways Increasing concentrations of greenhouse gases have been linked to global climate change, of which one major aspect is global warming. Student Misconceptions and Concerns  Students often do not fully understand how the burning of fossil fuels contributes to global warming. They might wonder, “How does the burning of fossil fuels differ from the burning of ethanol produced from crops?” Students might not realize that the carbon in fossil fuels was removed from the atmosphere hundreds of millions of years ago, while the carbon in crops was removed much more recently, when the crops were grown. The use of ethanol as an alternative is complicated by the typical reliance upon fossil fuels for ethanol production.  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Some students might better relate the greenhouse effect to what happens inside their closed car on a sunny day. The glass in our automobiles functions like the glass of a greenhouse, trapping heat inside our car. This can be an advantage during the winter but is usually not welcome on a hot summer day! © 2015 Pearson Education, Inc.

7.13 SCIENTIFIC THINKING: Rising atmospheric levels of carbon dioxide and global climate change will affect plants in various ways The predicted consequences of global climate change include melting of polar ice, rising sea levels, extreme weather patterns, droughts, increased extinction rates, and the spread of tropical diseases. Many of these effects are already being documented. Student Misconceptions and Concerns  Students often do not fully understand how the burning of fossil fuels contributes to global warming. They might wonder, “How does the burning of fossil fuels differ from the burning of ethanol produced from crops?” Students might not realize that the carbon in fossil fuels was removed from the atmosphere hundreds of millions of years ago, while the carbon in crops was removed much more recently, when the crops were grown. The use of ethanol as an alternative is complicated by the typical reliance upon fossil fuels for ethanol production.  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Some students might better relate the greenhouse effect to what happens inside their closed car on a sunny day. The glass in our automobiles functions like the glass of a greenhouse, trapping heat inside our car. This can be an advantage during the winter but is usually not welcome on a hot summer day! © 2015 Pearson Education, Inc.

7.13 SCIENTIFIC THINKING: Rising atmospheric levels of carbon dioxide and global climate change will affect plants in various ways How may global climate change affect plants? Increasing CO2 levels can increase plant productivity. Research has documented such an increase, although results often indicate that the growth rates of weeds, such as poison ivy, increase more than those of crop plants and trees. Student Misconceptions and Concerns  Students often do not fully understand how the burning of fossil fuels contributes to global warming. They might wonder, “How does the burning of fossil fuels differ from the burning of ethanol produced from crops?” Students might not realize that the carbon in fossil fuels was removed from the atmosphere hundreds of millions of years ago, while the carbon in crops was removed much more recently, when the crops were grown. The use of ethanol as an alternative is complicated by the typical reliance upon fossil fuels for ethanol production.  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Some students might better relate the greenhouse effect to what happens inside their closed car on a sunny day. The glass in our automobiles functions like the glass of a greenhouse, trapping heat inside our car. This can be an advantage during the winter but is usually not welcome on a hot summer day! © 2015 Pearson Education, Inc.

7.13 SCIENTIFIC THINKING: Rising atmospheric levels of carbon dioxide and global climate change will affect plants in various ways How do scientists study the effects of increasing CO2 on plants? Many experiments are done in small growth chambers in which variables can be carefully controlled. Other scientists are turning to long-term field studies that include large-scale manipulations of CO2 levels. Student Misconceptions and Concerns  Students often do not fully understand how the burning of fossil fuels contributes to global warming. They might wonder, “How does the burning of fossil fuels differ from the burning of ethanol produced from crops?” Students might not realize that the carbon in fossil fuels was removed from the atmosphere hundreds of millions of years ago, while the carbon in crops was removed much more recently, when the crops were grown. The use of ethanol as an alternative is complicated by the typical reliance upon fossil fuels for ethanol production.  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Some students might better relate the greenhouse effect to what happens inside their closed car on a sunny day. The glass in our automobiles functions like the glass of a greenhouse, trapping heat inside our car. This can be an advantage during the winter but is usually not welcome on a hot summer day! © 2015 Pearson Education, Inc.

7.13 SCIENTIFIC THINKING: Rising atmospheric levels of carbon dioxide and global climate change will affect plants in various ways In the Free-Air CO2 Enrichment (FACE) experiment set up in Duke University’s experimental forest, scientists monitored the effects of elevated CO2 levels on an intact forest ecosystem over a period of 15 years, using six study sites, each 30 m in diameter and ringed by 16 towers. Student Misconceptions and Concerns  Students often do not fully understand how the burning of fossil fuels contributes to global warming. They might wonder, “How does the burning of fossil fuels differ from the burning of ethanol produced from crops?” Students might not realize that the carbon in fossil fuels was removed from the atmosphere hundreds of millions of years ago, while the carbon in crops was removed much more recently, when the crops were grown. The use of ethanol as an alternative is complicated by the typical reliance upon fossil fuels for ethanol production.  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Some students might better relate the greenhouse effect to what happens inside their closed car on a sunny day. The glass in our automobiles functions like the glass of a greenhouse, trapping heat inside our car. This can be an advantage during the winter but is usually not welcome on a hot summer day! © 2015 Pearson Education, Inc.

Figure 7.13a Figure 7.13a Large-scale experiment in the Duke University Experimental Forest on the effects of elevated CO2 concentration

7.13 SCIENTIFIC THINKING: Rising atmospheric levels of carbon dioxide and global climate change will affect plants in various ways Another study compared the growth of poison ivy in experimental and control plots. The results showed that poison ivy in the elevated CO2 plots showed an average annual growth increase of 149% compared to control plots and produced a more potent form of poison ivy’s allergenic compound. Student Misconceptions and Concerns  Students often do not fully understand how the burning of fossil fuels contributes to global warming. They might wonder, “How does the burning of fossil fuels differ from the burning of ethanol produced from crops?” Students might not realize that the carbon in fossil fuels was removed from the atmosphere hundreds of millions of years ago, while the carbon in crops was removed much more recently, when the crops were grown. The use of ethanol as an alternative is complicated by the typical reliance upon fossil fuels for ethanol production.  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Some students might better relate the greenhouse effect to what happens inside their closed car on a sunny day. The glass in our automobiles functions like the glass of a greenhouse, trapping heat inside our car. This can be an advantage during the winter but is usually not welcome on a hot summer day! © 2015 Pearson Education, Inc.

Mean plant dry biomass (g)
Figure 7.13b 10 9 8 7 6 5 4 3 2 1 Mean plant dry biomass (g) Key Control plots Elevated CO2 plots Figure 7.13b The mean poison ivy biomass in control plants and elevated CO2 plots Year Source: Adaptation of Figure 1A from “Biomass and Toxicity Responses of Poison Ivy (Toxicodendron Radicans) to Elevated Atmospheric CO2” by Jacqueline E. Mohan, et al., from PNAS, June 2006, Volume 103(24). Copyright © 2006 by National Academy of Sciences. Reprinted with permission.

7.14 Scientific research and international treaties have helped slow the depletion of Earth’s ozone layer Solar radiation converts O2 high in the atmosphere to ozone (O3), which shields organisms from damaging UV radiation. A gigantic hole in the ozone layer has appeared every spring over Antarctica since the late 1970s and continues today. Student Misconceptions and Concerns  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Consider an analogy between the ozone layer and sunscreen applied to the skin. The thinning of the ozone layer is like putting on less and less sunscreen. In both situations, more harmful UV light penetrates the layers and causes damage.  Frustration can overwhelm concerned students alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and voting). The Earth Day Network, is just one of many Internet sites devoted to positive action. © 2015 Pearson Education, Inc.

Southern tip of South America
Figure 7.14a Southern tip of South America Antarctica Figure 7.14a The ozone hole in the Southern Hemisphere, fall 2012 September 2012

7.14 Scientific research and international treaties have helped slow the depletion of Earth’s ozone layer Industrial chemicals called CFCs have caused dangerous thinning of the ozone layer. This destruction of the ozone layer was documented by scientists from the British Antarctic Survey, NASA, and National Oceanic and Atmospheric Administration. © 2015 Pearson Education, Inc.

Figure 7.14b Figure 7.14b Susan Solomon at her cold research site

7.14 Scientific research and international treaties have helped slow the depletion of Earth’s ozone layer In response to these scientific findings, the first treaty to address Earth’s environment was signed in 1987. As research continued to establish the extent and danger of ozone depletion, these agreements were strengthened in 1990, and now nearly 200 nations participate in the protocol. Student Misconceptions and Concerns  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Consider an analogy between the ozone layer and sunscreen applied to the skin. The thinning of the ozone layer is like putting on less and less sunscreen. In both situations, more harmful UV light penetrates the layers and causes damage.  Frustration can overwhelm concerned students alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and voting). The Earth Day Network, is just one of many Internet sites devoted to positive action. © 2015 Pearson Education, Inc.

7.14 Scientific research and international treaties have helped slow the depletion of Earth’s ozone layer In 1995, Molina and Rowland shared a Nobel Prize for their work in determining how CFCs were damaging the atmosphere. Global emissions of CFCs are near zero now, but because these compounds are so stable, recovery of the ozone layer is not expected until around Meanwhile, unblocked UV radiation is predicted to increase skin cancer and cataracts and damage crops and phytoplankton in the oceans. Student Misconceptions and Concerns  Students may confuse global warming with the breakdown of the ozone layer. Be prepared to explain both phenomena and the impact of human activities. Teaching Tips  Consider an analogy between the ozone layer and sunscreen applied to the skin. The thinning of the ozone layer is like putting on less and less sunscreen. In both situations, more harmful UV light penetrates the layers and causes damage.  Frustration can overwhelm concerned students alarmed by the many problems addressed in this chapter. One way to address this is to provide meaningful ways for students to respond to this information (for example, changes in personal choices and voting). The Earth Day Network, is just one of many Internet sites devoted to positive action. © 2015 Pearson Education, Inc.

You should now be able to
Define autotrophs, heterotrophs, producers, and photoautotrophs. Describe the structure of chloroplasts and their location in a leaf. Explain how plants produce oxygen. Describe the role of redox reactions in photosynthesis and cellular respiration. Compare the reactants and products of the light reactions and the Calvin cycle. © 2015 Pearson Education, Inc.

Describe the properties and functions of the different photosynthetic pigments. Explain how photosystems capture solar energy. Explain how the electron transport chain and chemiosmosis generate ATP, NADPH, and oxygen in the light reactions. Compare photophosphorylation and oxidative phosphorylation. Describe the reactants and products of the Calvin cycle. © 2015 Pearson Education, Inc.

Compare the mechanisms that C3, C4, and CAM plants use to obtain and use carbon dioxide. Review the overall process of the light reactions and the Calvin cycle, noting the products, reactants, and locations of every major step. Describe the greenhouse effect. Explain how the ozone layer forms, how human activities have damaged it, and the consequences of the destruction of the ozone layer. © 2015 Pearson Education, Inc.

Photosynthesis 6 CO2 6 H2O C6H12O6 6 O2 Carbon dioxide Water
Figure 7.UN01 Light energy 6 CO H2O C6H12O O2 Carbon dioxide Water Oxygen gas Photosynthesis Glucose Figure 7.UN01 Reviewing the concepts, 7.3

Light Reactions Calvin Cycle
Figure 7.UN02 Chloroplast H2O CO2 Light NADP+ Stroma Thylakoids ADP + P Light Reactions Calvin Cycle ATP NADPH Figure 7.UN02 Reviewing the concepts, 7.12 O2 Sugar

light-excited electrons of chlorophyll
Figure 7.UN03 Photosynthesis converts includes both (a) (b) (c) to in which in which chemical energy light-excited electrons of chlorophyll CO2 is fixed to RuBP H2O is split and and then 3-PGA is reduced (d) are passed down Reduce NADP+ to Figure 7.UN03 Connecting the concepts, question 1 using (e) (f) to produce producing chemiosmosis by (g) (h)

Mitochondrion Chloroplast Intermembrane space c. Membrane Matrix d. a.
Figure 7.UN04 Mitochondrion Chloroplast Intermembrane space H+ c. Membrane Matrix d. Figure 7.UN04 Testing your knowledge, question 12 a. b. e.

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