Chapter 8 Test Bank

Multiple Choice
Identify the choice that best completes the statement or answers the question.

____ 1. What are the three parts of an ATP molecule?

a. adenine, thylakoid, and a phosphate group
b. stroma, grana, and chlorophyll
c. adenine, ribose, and three phosphate groups
d. NADH, NADPH, and FADH2
____ 2. Which of the following is NOT a part of an ATP molecule?
a. adenine
b. ribose
c. chlorophyll
d. phosphate
____ 3. Energy is released from ATP when
a. a phosphate group is added.
b. adenine bonds to ribose.
c. ATP is exposed to sunlight.
d. a phosphate group is removed.
____ 4. Which of the following is NOT a true statement about ATP?
a. ATP consists of ribose, adenine, and three phosphate groups.
b. ADP is produced when ATP releases energy.
c. ATP provides energy for the mechanical functions of cells.
d. Used ATP is discarded by the cell as waste.

Figure 8–1

____ 5. Look at Figure 8–1. All of the following are parts of an ADP molecule EXCEPT
a. structure A.
b. structure B.
c. structure C.
d. structure D.
____ 6. Which structures shown in Figure 8–1 make up an ATP molecule?
a. A and B
 b. A, B, and C
c. A, B, C, and D
d. C and D
____ 7. In Figure 8–1, between which parts of the molecule must the bonds be broken to form an ADP molecule?
a. A and B
b. A and C
c. B and C
d. C and D
____ 8. Organisms, such as plants, that make their own food are called
a. autotrophs.
b. heterotrophs.
c. thylakoids.
d. pigments.
____ 9. Organisms that cannot make their own food and must obtain energy from external sources are called
a. autotrophs.
b. heterotrophs.
c. thylakoids.
d. plants.
____ 10. Which of the following organisms makes its own food using light energy from the sun?
a. mushroom
b. amoeba
c. leopard
d. oak
____ 11. Which of the following organisms is a heterotroph?
a. mushroom
b. alga
c. wheat
d. sunflower
____ 12. What happens during photosynthesis?
a. Heterotrophs consume ATP.
b. Heterotrophs produce ATP.
c. Autotrophs consume carbohydrates.
d. Autotrophs produce carbohydrates.
____ 13. Plants gather energy with light-absorbing molecules called
a. pigments.
b. thylakoids.
c. chloroplasts.
d. glucose.
____ 14. Plants get the energy they need for photosynthesis by absorbing
a. high-energy sugars.
b. chlorophyll a.
c. chlorophyll b.
d. sunlight.
____ 15. Most plants appear green because chlorophyll
 a. absorbs green light.
b. absorbs violet light.
c. does not absorb green light.
d. does not absorb violet light.

Figure 8–2

____ 16. Which structure in Figure 8–2 represents a single thylakoid?

a. structure A
b. structure B
c. structure C
d. structure D
____ 17. A granum is a
a. stack of chloroplasts.
b. stack of thylakoids.
c. membrane enclosing a thylakoid.
d. photosynthetic pigment molecule.
____ 18. The stroma is the region outside the
a. thylakoids.
b. chloroplasts.
c. plant cells.
d. mitochondria
____ 19. Where in the chloroplast is chlorophyll found?
a. in the ATP
b. in the stroma
c. in the thylakoid membrane
d. in the thylakoid space
____ 20. What happens when chlorophyll is struck by sunlight?
a. The electrons in the chlorophyll molecule become energized.
b. The chlorophyll molecule is broken into two parts.
c. A chemical reaction turns chlorophyll into high energy carbohydrates.
d. Energy from fat molecules is released.
____ 21. What is the role of NADP+ in photosynthesis?
a. electron carrier
b. high-energy sugar
c. photosystem
d. pigment
 Figure 8–3

____ 22. Which chemical shown in Figure 8–3 is an electron carrier molecule?
a. H2O
b. carbon dioxide
c. NADP+
d. oxygen
____ 23. What makes certain molecules good electron carriers?
a. They can accept electrons and transfer most of their energy to another molecule.
b. They are very large molecules, so they have lots of room to carry many electrons.
c. The can absorb sunlight, which is where all of the high-energy electrons come from.
d. They are carbohydrates and have a lot of energy, which allows them to carry electrons.
____ 24. Why are electron carriers needed for transporting electrons from one part of the chloroplast to another?
a. High-energy electrons would be destroyed.
b. High-energy electrons are highly reactive.
c. High-energy electrons are not soluble in cytoplasm.
d. High-energy electrons get their energy from electron carriers.
____ 25. A student is collecting the gas given off from a plant in bright sunlight at a temperature of 27°C. The gas
being collected is probably
a. oxygen.
b. carbon dioxide.
c. ATP.
d. glucose.
____ 26. Photosynthesis uses sunlight to convert water and carbon dioxide into
a. oxygen and carbon.
b. high-energy sugars and proteins.
c. ATP and oxygen.
d. oxygen and high-energy sugars.
____ 27. Which of the following is NOT found in the overall reaction for photosynthesis?
a. carbon dioxide
b. water
c. light
d. nitrogen
____ 28. In the overall equation for photosynthesis, six molecules of carbon dioxide and six molecules of water result
in a molecule of sugar and six molecules of
a. glucose.
b. water.
c. oxygen.
d. ATP.

A. B.

Figure 8–4

____ 29. In Figure 8–4, why might the candle in jar A burn longer than the candle in jar B?
a. Carbon dioxide produced by the plant allows the candle to burn longer.
b. Chlorophyll produced by the plant allows the candle to burn longer.
c. Glucose produced by the plant allows the candle to burn longer.
d. Oxygen produced by the plant allows the candle to burn longer.
____ 30. Where do the light-dependent reactions take place?
a. in the stroma of the chloroplast
b. within the mitochondria membranes
c. within the thylakoid membranes
d. in the outer membrane of the chloroplasts
____ 31. What are the products of the light-dependent reactions?
a. oxygen gas and glucose
b. ATP, NADPH, and oxygen gas
c. ATP, carbon dioxide gas, and NADPH
d. carbon dioxide gas, oxygen gas, and NADPH
____ 32. Which of the following is NOT a step in the light-dependent reactions?
a. High-energy electrons move through the electron transport chain.
 b. Pigments in photosystem II absorb light.
c. ATP synthase allows H+ ions to pass through the thylakoid membrane.
d. ATP and NADPH are used to produce high-energy sugars.
____ 33. What action contributes to the inside of the thylakoid membrane becoming positively charged during the
light-dependent reactions?
a. H+ ions are released as water splits.
b. ATP synthase allows H+ ions to pass through the membrane.
c. ATP synthase produces ATP from ADP.
d. Carbon dioxide builds up in the stroma.
____ 34. Where are photosystems I and II found?
a. in the stroma
b. in the thylakoid membrane
c. in the Calvin cycle
d. in the cell membrane
____ 35. Which of the following activities happens within the stroma?
a. Photosystem I absorbs light.
b. ATP synthase produces ATP.
c. The Calvin cycle produces sugars.
d. Electrons move through the electron transport chain.
____ 36. Which pathway represents the flow of electrons during photosynthesis?
a. H2O  Photosystem I  Photosystem II
b. O2  ADP  Calvin cycle
c. Photosystem I  Calvin cycle  NADP+
d. H2O  NADP+  Calvin cycle

____ 37. The Calvin cycle is another name for the

a. light-independent reactions.
b. light-dependent reactions.
c. photosynthesis reaction.
d. electron transport chain.
____ 38. The Calvin cycle takes place in the
a. stroma.
b. photosystems.
c. thylakoid membranes.
d. chlorophyll molecules.
____ 39. What is a product of the Calvin cycle?
a. oxygen gas
b. ATP
c. high-energy sugars
d. carbon dioxide gas
____ 40. How does the Calvin cycle differ from the light-dependent reactions?
a. It takes place in the stroma.
b. It takes place in chloroplasts.
c. It requires light.
d. It requires water.
____ 41. If carbon dioxide is completely removed from a plant’s environment, what would you expect to happen to the
plant’s production of high-energy sugars?
a. More sugars will be produced.
b. No sugars will be produced.
c. The same number of sugars will be produced but without carbon dioxide.
d. Fewer sugars will be produced at first, but then the plant will recover.
____ 42. If you continue to increase the intensity of light that a plant receives, what happens?
a. The rate of photosynthesis increases indefinitely with light intensity.
b. The rate of photosynthesis decreases indefinitely with light intensity.
c. The rate of photosynthesis increases and then levels off.
d. The rate of photosynthesis does not change.

Figure 8–5

____ 43. In which experimental setup shown above would you expect the Elodea plant inside the test tube to produce
the LEAST amount of oxygen?
a. A
b. B
c. C
d. D

Figure 8–6

____ 44. Imagine that y-axis of each graph in Figure 8–6 describes the rate of photosynthesis. Which of the graphs
represents the effect of temperature on the rate of photosynthesis?
 a. A
b. B
c. C
d. D
____ 45. Imagine that y-axis of each graph in Figure 8–6 describes the rate of photosynthesis. Which of the graphs
represents the effect of light intensity on the rate of photosynthesis?
a. A
b. B
c. C
d. D

Modified True/False
Indicate whether the statement is true or false. If false, change the identified word or phrase to make the statement true.

____ 1. Carbon dioxide is one of the principal chemical compounds that living things use to store energy.
_________________________

Figure 8–1

____ 2. The majority of the cells have only a small quantity of ATP because the ATP functions better like a molecule
to store short-term energy. _________________________
____ 3. Ultimately, the energy that a carnivore, such as a wolf, uses comes from sunlight.
_________________________
____ 4. Plants gather the sun’s energy with light-absorbing molecules called pigments.
_________________________
____ 5. Chlorophyll a and chlorophyll b both absorb light very well in the blue and red regions of the visible light
spectrum. _________________________
 Figure 8–7

____ 6. The structure labeled A in Figure 8–7 contains chlorophyll. _________________________

____ 7. If you were to isolate the organelle shown in Figure 8–7, it would appear green.
_________________________
____ 8. The light-dependent reactions involve adding a hydrogen ion and two high-energy electrons to NADPH.
_________________________
____ 9. The six carbon atoms needed to make a molecule of glucose come from oxygen in the atmosphere.
_________________________
____ 10. ATP synthase changes ADP to ATP when light energy passes through it. _________________________
____ 11. The light-dependent reactions supply the Calvin cycle with CO2 and ATP. _________________________
____ 12. During the light-dependent reactions, plants use the energy in ATP and NADPH to build high-energy sugars.
_________________________
____ 13. The Calvin cycle provides cells with compounds that can store energy for more than a few minutes.
_________________________
____ 14. C4 plants have adaptations that let them do photosynthesis even under conditions of intense light and high
temperatures, when other plants would stop. _________________________
 Figure 8–8

____ 15. According to the graph in Figure 8–8, the rate of photosynthesis in shade and sun plants decreases and then
levels off as light intensity increases. _________________________

Completion
Complete each statement.

1. Cells keep only a small amount of ____________________ on hand and regenerate it as needed using energy
stored in carbohydrates and other molecules.
2. Organisms, such as hawks and leopards, that obtain energy from the foods they consume are called
____________________.
3. Photosynthesis requires light, water, carbon dioxide, and light absorbing ____________________.
4. When temperatures drop in the autumn, ________________ molecules break down, which causes the leaves
to change colors.
5. ____________________ are saclike photosynthetic membranes inside chloroplasts.
6. Thylakoids are arranged in stacks known as ____________________.
7. When chlorophyll absorbs light, the light raises the energy of the _______________ in the chlorophyll
molecule.

Figure 8–7

8. The area in Figure 8–7 labeled A is called the ____________________.

9. Photosystems I and II are found in the structure labeled ____________________ in Figure 8–7.
10. The electron carrier _________________________ is converted to NADPH during the light-dependent
reactions.
11. Plants produce _________________________ during the first stage of photosynthesis and because it is not
used or needed in the second stage, it is considered to be a byproduct.
12. A membrane protein called _____________________ allows H+ ions to pass through the thylakoid membrane
and into the stroma.
13. The electrons that chlorophyll loses to the electron transport chain are replenished by
____________________ molecules.
14. During the Calvin cycle, molecules of ____________________ supply the carbon component of
carbohydrates.
15. In many plants, the rate of photosynthesis ____________________ when the weather becomes very cold.
Short Answer

1. How is a molecule of ADP like a rechargeable battery?

2. What is ATP, and when is energy released from it?
3. What is the difference between an autotroph and a heterotroph? Give an example of each type of organism.
4. Explain how the ultimate source of energy for heterotrophs is the sun even though they cannot make their
own food.

Figure 8–9

5. Examine the food web in Figure 8–9 and identify whether each organism is an autotroph or a heterotroph.
6. A student exposed two plants to only red light and two plants to only green light. Which plants should grow
better? Why?
7. Explain the role of electron carriers in photosynthesis and give one example.
8. Write the overall equation for photosynthesis in both symbols and words.
9. Why are six carbon dioxide molecules required to make one glucose molecule?
10. In what ways are photosystems I and II similar?
11. Why is it important that a membrane separate the cellular regions on either side of an ATP synthase molecule
in order for the protein to perform its function?
12. What is the role of hydrogen ions in the conversion of ADP to ATP?
13. What occurs during the Calvin cycle?
14. Describe the relationship between the light-dependent and the light-independent reactions.
15. What are three factors that affect the rate of photosynthesis?

Science Skills

A student prepared two beakers with identical sprigs of a water plant as shown below. She placed one beaker
in the shade and the other beaker beside a fluorescent lamp. She then systematically changed the distance
from the beaker to the lamp. She counted the bubbles given off by the plants in each beaker. Shown here is
the graph of the data for the beaker she placed beside the lamp.
 Figure 8–10

1. Control Variables In the experiment described in Figure 8–10, which beaker is the student’s control?
2. Apply Concepts Look at Figure 8–10. If the student later tested the bubbles collected in the test tube, what
would she find they are made of? How do you know?
3. Interpret Graphs Look at the graph in Figure 8–10. At what distance from the light source was the greatest
number of bubbles produced?
4. Analyze Data Look at the graph in Figure 8–10. What do the student’s data show?
5. Predict In the experiment described in Figure 8–10, if the lamp were placed closer than 5 centimeters from
the water plant, would the plant give off many more bubbles? Why or why not?
A student put together two different experimental setups as shown below.
 Figure 8–11

6. Design an Experiment Look at Figure 8–11. What factor is the student varying? What might the student be
trying to test?
7. Control Variables Suggest an appropriate control for the experiment shown in Figure 8–11.
8. Predict In Figure 8–11, assume that the student placed Plant A in indirect sunlight for two days. How would
the rate of photosynthesis of this plant compare with that of a plant grown under normal conditions?
9. Predict In Figure 8–11, assume that the student placed Plant B in indirect sunlight for two days. How would
the rate of photosynthesis of this plant compare with that of a plant grown under normal conditions?
10. Predict Review the setups in Figure 8–11. Make a prediction about the effect of carbon dioxide on starch
production in plants.

Figure 8–12
 11. Interpret Visuals What process is shown in Figure 8–12?
12. Interpret Visuals What organelle is shown in Figure 8–12?
13. Interpret Visuals Look at Figure 8–12. What are the products of the light-dependent reactions?
14. Interpret Visuals What are the products of the Calvin cycle shown in Figure 8–12?
15. Interpret Visuals In Figure 8–12, what provides the carbon needed to make sugars?

Essay

1. Compare the storage capacity of ATP and glucose. How does the cell use each of these molecules to store
energy?
2. Discuss the relationship between autotrophs and heterotrophs. Do heterotrophs depend on autotrophs for their
survival? Explain your answer.
3. Describe how pigments obtain energy from light. Use chlorophyll as an example of the process you describe.
4. Describe the kinds of light that chlorophyll and carotene pigments absorb. What is the advantage for a plant to
have more than one kind of pigment?
5. Trace the events that occur in the thylakoid membrane during the light-dependent reactions.
6. What happens to the electrons in a chlorophyll molecule when light shines on it? Does the chlorophyll
molecule ever run out of electrons? Explain your answer.
7. Some people informally call the light-dependent reactions the “light reactions” and the light-independent
reactions the “dark reactions.” Why is this naming system misleading?
8. Describe the activities that take place in the stroma in (a) bright sunlight and in (b) darkness.
9. Identify three factors that affect the rate of photosynthesis and explain the effect of each.
10. Describe how photosynthesis in CAM plants differs from photosynthesis in more typical plants. Why is it
unlikely that you would find a CAM plant in an aquatic environment?
 Chapter 8 Test Bank
Answer Section

MULTIPLE CHOICE

1. ANS: C PTS: 1 BLM: comprehension

2. ANS: C PTS: 1 BLM: knowledge
3. ANS: D PTS: 1 BLM: comprehension
4. ANS: D PTS: 1 BLM: synthesis
5. ANS: D PTS: 1 BLM: analysis
6. ANS: C PTS: 1 BLM: application
7. ANS: D PTS: 1 BLM: knowledge
8. ANS: A PTS: 1 BLM: knowledge
9. ANS: B PTS: 1 BLM: knowledge
10. ANS: D PTS: 1 BLM: application
11. ANS: A PTS: 1 BLM: application
12. ANS: D PTS: 1 BLM: comprehension
13. ANS: A PTS: 1 BLM: knowledge
14. ANS: D PTS: 1 BLM: knowledge
15. ANS: C PTS: 1 BLM: comprehension
16. ANS: C PTS: 1 BLM: comprehension
17. ANS: B PTS: 1 BLM: comprehension
18. ANS: A PTS: 1 BLM: knowledge
19. ANS: C PTS: 1 BLM: comprehension
20. ANS: A PTS: 1 BLM: comprehension
21. ANS: A PTS: 1 BLM: comprehension
22. ANS: C PTS: 1 BLM: application
23. ANS: A PTS: 1 BLM: comprehension
24. ANS: B PTS: 1 BLM: comprehension
25. ANS: A PTS: 1 BLM: application
26. ANS: D PTS: 1 BLM: knowledge
27. ANS: D PTS: 1 BLM: comprehension
28. ANS: C PTS: 1 BLM: comprehension
29. ANS: D PTS: 1 BLM: synthesis
30. ANS: C PTS: 1 BLM: comprehension
31. ANS: B PTS: 1 BLM: knowledge
32. ANS: D PTS: 1 BLM: analysis
33. ANS: A PTS: 1 BLM: analysis
34. ANS: B PTS: 1 BLM: knowledge
35. ANS: C PTS: 1 BLM: application
36. ANS: D PTS: 1 BLM: analysis
37. ANS: A PTS: 1 BLM: knowledge
38. ANS: A PTS: 1 BLM: comprehension
39. ANS: C PTS: 1 BLM: knowledge
40. ANS: A PTS: 1 BLM: analysis
 41. ANS: B PTS: 1 BLM: application
42. ANS: C PTS: 1 BLM: knowledge
43. ANS: A PTS: 1 BLM: application
44. ANS: C PTS: 1 BLM: synthesis
45. ANS: A PTS: 1 BLM: synthesis

MODIFIED TRUE/FALSE

1. ANS: F, ATP

PTS: 1 BLM: knowledge

2. ANS: T PTS: 1 BLM: comprehension
3. ANS: T PTS: 1 BLM: synthesis
4. ANS: T PTS: 1 BLM: knowledge
5. ANS: T PTS: 1 BLM: comprehension
6. ANS: F, B

PTS: 1 BLM: application

7. ANS: T PTS: 1 BLM: synthesis
8. ANS: F
NADP+

PTS: 1 BLM: comprehension

9. ANS: F, carbon dioxide

PTS: 1 BLM: synthesis

10. ANS: F
an H+ ion
a hydrogen ion

PTS: 1 BLM: comprehension

11. ANS: F, NADPH

PTS: 1 BLM: comprehension

12. ANS: F
Calvin cycle
light-independent reactions

PTS: 1 BLM: knowledge

13. ANS: T PTS: 1 BLM: comprehension
14. ANS: T PTS: 1 BLM: analysis
15. ANS: F, increases

PTS: 1 BLM: comprehension

COMPLETION

1. ANS: ATP
 PTS: 1 BLM: comprehension
2. ANS:
heterotrophs
consumers

PTS: 1 BLM: knowledge

3. ANS:
pigments
chlorophyll

PTS: 1 BLM: application

4. ANS: chlorophyll

PTS: 1 BLM: application

5. ANS: Thylakoids

PTS: 1 BLM: comprehension

6. ANS: grana

PTS: 1 BLM: knowledge

7. ANS: electrons

PTS: 1 BLM: comprehension

8. ANS: stroma

PTS: 1 BLM: knowledge

9. ANS: B

PTS: 1 BLM: application

10. ANS: NADP+

PTS: 1 BLM: comprehension

11. ANS: oxygen

PTS: 1 BLM: knowledge

12. ANS: ATP synthase

PTS: 1 BLM: application

13. ANS: water

PTS: 1 BLM: synthesis

14. ANS: carbon dioxide

PTS: 1 BLM: comprehension

15. ANS: decreases

PTS: 1 BLM: application

SHORT ANSWER

1. ANS:
A cell can store energy by adding phosphate groups to ADP to make ATP. It can then use that energy later by
breaking a bond between two phosphate groups to release the stored energy.

PTS: 1 BLM: analysis

2. ANS:
ATP is the chief energy-storing molecule used by organisms. Energy is released when the bonds between
phosphate groups are broken, converting ATP into ADP.

PTS: 1 BLM: comprehension

3. ANS:
Autotrophs are organisms that can make their own food; one example is grass. Heterotrophs are organisms
that get energy by consuming other organisms or organic matter; an example is a rabbit.

PTS: 1 BLM: knowledge

4. ANS:
Heterotrophs get energy by eating autotrophs and/or other heterotrophs. They obtain the sun’s energy that is
stored in the autotrophs they eat or by feeding on animals that eat autotrophs.

PTS: 1 BLM: application

5. ANS:
Pond plants and phytoplankton are autotrophs. Ducks, turtles, snails, insects, and fish are heterotrophs.

PTS: 1 BLM: synthesis

6. ANS:
The plants exposed to red light should grow better because chlorophyll absorbs red light well but does not
absorb green light well.

PTS: 1 BLM: synthesis

7. ANS:
Electron carriers accept pairs of high-energy electrons and transfer them, along with their energy, to other
molecules. NADP+ is one example of an electron carrier.

PTS: 1 BLM: comprehension

8. ANS:

PTS: 1 BLM: application

9. ANS:
Each carbon dioxide molecule contains one carbon atom, and a glucose molecule contains six carbon atoms.

PTS: 1 BLM: synthesis

10. ANS:
Sample answer: Both are found in the electron transport chain within the thylakoid membranes. They both
absorb light and use the light’s energy to excite electrons.

PTS: 1 BLM: synthesis

 11. ANS:
The two cellular regions must have a difference in concentration of hydrogen ions in order for ions to flow
through the protein and cause it to turn ADP into ATP. Without the membrane separating these regions, there
could not be a concentration gradient.

PTS: 1 BLM: analysis

12. ANS:
Hydrogen ions pass through ATP synthase, causing it to spin. As ATP synthase rotates, ADP is converted to
ATP.

PTS: 1 BLM: analysis

13. ANS:
The Calvin cycle uses ATP and NADPH from the light-dependent reactions to convert carbon dioxide
molecules into high-energy sugars.

PTS: 1 BLM: comprehension

14. ANS:
The light-dependent reactions use energy from the sun to produce ATP and NADPH, and the light-
independent reactions (Calvin cycle) use ATP and NADPH from the light-dependent reactions to produce
high-energy sugars.

PTS: 1 BLM: synthesis

15. ANS:
water, light intensity, temperature

PTS: 1 BLM: knowledge

SCIENCE SKILLS

1. ANS:
The beaker she placed in the shade is the control.

PTS: 1 BLM: application

2. ANS:
The bubbles are probably oxygen gas, which is a product of photosynthesis.

PTS: 1 BLM: application

3. ANS:
5 cm

PTS: 1 BLM: application

4. ANS:
The student’s data show that as the water plant gets closer to the light, the water plant gives off more bubbles.

PTS: 1 BLM: analysis

5. ANS:
Sample answer: Probably not; the graph shows that the effect is leveling off. Also, we know that light
intensity increases the rate of photosynthesis up to a certain point and then levels off.
 PTS: 1 BLM: evaluation
6. ANS:
The student is varying the concentration of carbon dioxide in the environment of two similar plants. The
student is probably trying to test the effect of carbon dioxide concentration on plants.

PTS: 1 BLM: analysis

7. ANS:
The student might set up a similar geranium plant under a bell jar with a tube that allows air to enter and leave
the plant’s environment freely.

PTS: 1 BLM: evaluation

8. ANS:
Plant A is being grown with a carbon dioxide absorbent. A plant grown in an environment with depleted
carbon dioxide would not be able to carry out the Calvin cycle—its rate of photosynthesis would likely be
slower than that of a plant grown under normal conditions. Photosynthesis may even stop all together.

PTS: 1 BLM: evaluation

9. ANS:
This plant has been in a carbon-dioxide-rich environment. It will probably have a higher rate of
photosynthesis than a plant under normal conditions because carbon dioxide is plentiful.

PTS: 1 BLM: evaluation

10. ANS:
Plants require carbon dioxide to produce starches. A higher concentration of carbon dioxide surrounding a
plant can increase the production of starches. If the area surrounding a plant is depleted of carbon dioxide, a
plant may not be able to produce any starches.

PTS: 1 BLM: evaluation

11. ANS:
photosynthesis

PTS: 1 BLM: knowledge

12. ANS:
a chloroplast

PTS: 1 BLM: knowledge

13. ANS:
Oxygen gas, ATP, and NADPH are the products of the light-dependent reactions.

PTS: 1 BLM: knowledge

14. ANS:
sugars, NADP+, ADP, and P

PTS: 1 BLM: knowledge

15. ANS:
carbon dioxide

PTS: 1 BLM: knowledge

ESSAY

1. ANS:
A glucose molecule can store more than 90 times the energy of an ATP molecule. Glucose is used by cells to
store large amounts of energy for long periods of time. In contrast, ATP is used to store smaller amounts of
energy that will be used in the next few seconds. Cells can regenerate ATP from ADP as needed by using the
energy from glucose.

PTS: 1 BLM: analysis

2. ANS:
Heterotrophs depend on autotrophs to harvest energy from the sun. This energy is then passed on to
heterotrophs in the form of food. Without autotrophs, the sun’s energy would not be available to heterotrophs
and heterotrophs would eventually die out.

PTS: 1 BLM: synthesis

3. ANS:
When light shines on a pigment, the pigment absorbs energy from that light. When the pigment chlorophyll
absorbs light, much of the energy is transferred directly to electrons in the chlorophyll molecule, raising the
energy levels of these electrons. This energy is then passed on in the reactions of photosynthesis.

PTS: 1 BLM: analysis

4. ANS:
Chlorophyll absorbs light especially well in the red and blue regions of the visible light spectrum (reflecting
green). Carotenes absorb light in the blue-green parts of the visible spectrum (reflecting yellow, orange, and
red). Having more than one kind of pigments increases the range of light from which a plant can harvest
energy.

PTS: 1 BLM: analysis

5. ANS:
Electrons in the pigments in photosystem II absorb energy from light. These high-energy electrons then move
through the electron transport chain to photosystem I. H+ ions move from the stroma into the inner thylakoid
membrane. NADP+ becomes NADPH. The charge and concentration difference on either side of the thylakoid
membrane provides the energy to make ATP via ATP synthase.

PTS: 1 BLM: comprehension

6. ANS:
When energy from sunlight is absorbed by the electrons in chlorophyll, the electrons increase their energy
level and move through the electron transport chain to photosystem I. The electrons in chlorophyll are
replenished by water molecules. Enzymes in the inner surface of the thylakoid membrane break up each water
molecule into 2 electrons, 2 H+ ions, and half an O2 molecule. The electrons from water replace those that
chlorophyll loses to the electron transport chain.

PTS: 1 BLM: synthesis

7. ANS:
The reactions that take place within the photosystems and electron transport chain require light in order to
take place. ATP synthesis is dependent on the products of these reactions. Thus, the nickname “light
reactions” for these reactions is not misleading. However, the light-independent reactions can take place
under both light and dark conditions. They do not require darkness, so it is misleading to call them dark
reactions.
 PTS: 1 BLM: evaluation
8. ANS:
(a) Sample answer: In bright sunlight, the Calvin cycle occurs in the stroma. During the Calvin cycle, the
products of the light-dependent reactions (ATP and NADPH) are used to convert molecules of CO 2 into high-
energy sugars. (b) Sample answer: In darkness, the Calvin cycle also occurs in the stroma. During the Calvin
cycle, the products of the light-dependent reactions (ATP and NADPH) are used to convert molecules of CO 2
into high-energy sugars. If the plant has been in the dark for a long period of time, there may not be enough
ATP and NADPH from the light-dependent reactions to continue the Calvin cycle.

PTS: 1 BLM: analysis

9. ANS:
Three of the factors that affect the rate of photosynthesis are light intensity, temperature, and water. The rate
of photosynthesis increases with light intensity up to a certain point, then levels off. Photosynthesis slows at
extreme temperatures and usually has an optimal temperature for each kind of plant. A lack of water also
slows down photosynthesis.

PTS: 1 BLM: comprehension

10. ANS:
CAM plants do not take in carbon dioxide through their leaves all the time, as do other plants. Instead, CAM
plants take it in only at night, when temperatures are cooler. Their leaves close up during the day so that water
is not lost to the warm air. Aquatic plants are not at risk from drying out during the warm day, because they
live in water. Therefore, they do not need to close their leaves during the day to prevent water loss.

PTS: 1 BLM: analysis