Senior High School
General Biology 1
Module 8:
The Role of ATP in Energy Coupling and
Transfer and The Importance of
Chlorophyll and Other Plant Pigments
AIRs - LM
LU_General Biology 1_Module8
GENERAL BIOLOGY 1
Module 8: The Role of ATP in Energy Coupling and Transfer and The Importance of
Chlorophyll and Other Plant Pigments
Second Edition, 2021
Copyright © 2021
La Union Schools Division
Region I
All rights reserved. No part of this module may be reproduced in any form without written
permission from the copyright owners.
Development Team of the Module
Author: Melanie B. Bernaldez
Editor: SDO La Union, Learning Resource Quality Assurance Team
Content Reviewer: Maria Lourdez Ortiz
Language Reviewer: Reynaliza Borja
Illustrator: Ernesto F. Ramos, Jr.
Design and Layout: Dexter B. Soller
Management Team:
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Schools Division Superintendent
Vivian Luz S. Pagatpatan, Ph.D
Assistant Schools Division Superintendent
German E. Flora, Ph.D, CID Chief
Virgilio C. Boado, Ph.D, EPS in Charge of LRMS
Rominel S. Sobremonte , Ph.D, EPS in Charge of Science
Michael Jason D. Morales, PDO II
Claire P. Toluyen, Librarian II
Printed in the Philippines by: _________________________
Department of Education – SDO La Union
Office Address:
Flores St. Catbangen, San Fernando City, La Union
Telefax:
072 – 205 – 0046
Email Address:
launion@deped.gov.ph
LU_General Biology 1_Module8
Senior High School
GENERAL BIOLOGY 1
Module 8
The Role of ATP in Energy Coupling
and Transfer and The Importance of
Chlorophyll and Other Plant Pigments
LU_General Biology 1_Module8
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-bystep as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each
SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-check
your learning. Answer keys are provided for each activity and test. We trust that you
will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they can
best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part
of this SLM. Use a separate sheet of paper in answering the exercises and tests. And
read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
LU_General Biology 1_Module8
Target
Every task performed by organisms requires energy. In fact, the cells of every
organism constantly use energy. Nutrients and other molecules are imported,
metabolized and synthesized into new molecules, modified and transported around
the cell and to the entire body of an organism. These cellular processes require a
steady supply of energy. Where and in what form this energy come from? How do
cells obtain energy and how they use it? At the end of this module, the answers to
these questions will be provided.
You learned from the previous chapter that our body needs the four major
biological macromolecules as an important cell component that performs a wide
array of functions. In this chapter, you will discover how the cells utilized these
macromolecules and how cells convert these molecules into usable form of energy.
The first part of this module will provide you a clearer understanding on
energy transformation or the energy flow through the living systems which includes
the coupled reaction processes and the role of ATP in energy coupling and transfer.
The second part of this module will be present the importance of chlorophyll
and other pigments in cellular metabolic processes particularly known as
photosynthesis.
After going through this lesson, you are expected to:
1. Explain coupled reaction processes and describe the role of ATP in energy
coupling and transfer (STEM_BIO11/12-IIa-j-1)
Specific learning objectives:
a. recognize the structure and function of ATP
b. provide examples of coupled reaction processes
c. describe how energy is stored and created during ATP production and
breakdown
2. Explain the importance of chlorophyll and other pigments.
(STEM_BIO11/12-IIa-j-3)
Specific learning objectives:
a. identify the various photosynthetic pigments present in plants and algae
b. demonstrate the chromatography process
c. create art piece employing plant pigments.
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PRETEST
Direction: Read carefully each question. Choose the letter of your BEST answer and
write on a separate sheet of paper.
1. What chemical reaction requires a net input of energy?
A. Endergonic reaction
B. Exergonic reaction
C. Metabolic reaction
D. None of these
2. What chemical reaction releases energy?
A. Endergonic reaction
C. Metabolic reaction
B. Exergonic reaction
D. None of these
3. Which of the following is an example of endergonic reaction?
A. Anabolic reaction
B. Cellular respiration
C. Photosynthesis
D. All of these
4. Which reaction/s are often coupled in an organism?
A. Anabolic and catabolic
B. Endergonic and exergonic
C. Hydrolysis and dehydration
D. All of these
5. Hydrolysis is the addition of water to ATP breaking the bonds of its phosphate
group. What specific type of chemical reaction is hydrolysis?
A. Endergonic reaction
B. Exergonic reaction
C. Metabolic reaction
D. None of these
6. What kind of photosynthetic pigment is found in plants and algae that absorbs
blue-violet and red spectrum of the visible light?
A. Carotene
B. Chlorophyll
C. Lycopene
D. Zeaxanthin
7. What type of chlorophyll can be found in higher plants’ chloroplasts?
A. Chlorophyll a and b
B. Chlorophyll a and c
C. Chlorophyll b and c
D. Chlorophyll c and d
8. On what cellular structure does chlorophyll and other photosynthetic pigments
reside?
A. Cell Wall
B. Chloroplast
C. Nucleus
D. Ribosome
9. What color of the visible light is reflected when the plant leaves appear as green in
color?
A. Blue
B. Green
C. Red
D. Yellow
10. What instrument is being used to differentiate which wavelengths of light a
substance can absorb?
A. Photo paper
B. Prism
C. Spectrogram
D. Spectrophotometer
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Lesson
1
The Role of ATP in Energy
Coupling and Transfer and the
Importance of Chlorophyll and
Other Plant Pigments in the
Absorption of Energy
Jumpstart
A living cell cannot store significant amounts of free energy. Excess free energy
would result in an increase of heat in the cell, which would result in excessive
thermal motion that could damage and then destroy the cell. Rather, a cell must be
able to handle that energy in a way that enables the cell to store energy safely and
release it for use only as needed. Living cells accomplish this by using the compound
adenosine triphosphate (ATP) which known as the “energy currency” of the cell due
to its versatility to fill any energy need of the cell. How? It functions similarly to a
rechargeable battery. To try to answer the activity below to see how much you know
already about the role of ATP.
Activity 1: Knowledge check
The diagram shows the basic outline of the structure of ATP. Please answer the
questions below to test your previous knowledge on the structure of ATP.
Q1. Which letter indicates the
ribose sugar?
Q2. Which letter indicates the
nitrogenous base?
[
Q3. Which letter indicates the
phosphate group?
Source: https://www.nagwa.com
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Sourcehttps://www.nagwa.com
Q4. ATP acts as source of energy during cellular processes. Which bond (represented
by numbers 1,2 and 3 from the image above)breaks to release the energy stored in
it?
Discover
COUPLED REACTION PROCESSES
Energy production within a cell involves many coordinated chemical
pathways. Most of these pathways are combinations of oxidation and reduction in a
compound. An oxidation strips an electron from an atom in a compound, and the
addition of this electron to another compound is a reduction reaction or the so-called
redox reactions because they usually occur together. Examples of coupled reactions
are shown below.
A. Endergonic and Exergonic reactions
Endergonic reactions require an input of energy. An example of endergonic
reaction in the living system is photosynthesis. On the other hand, an exergonic
reactions release energy. An example of exergonic reaction is cellular respiration. An
illustration of these coupled reactions are shown below.
Endergonic Reaction
Exergonic reaction
Copyright Cmassengale
Copyright Cmassengale
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B. Exergonic hydrolysis of ATP and Endergonic dehydration process
Hydrolysis of ATP
It is the process of
breaking complex
macromolecules.
The hydrolysis of
ATP
produces
ADP, together with
an
inorganic
phosphate ion ,
and the release of
free energy.
Dehydration of ATP
This reaction reverse
the hydrolysis of ATP
by regenerating ATP.
This
ATP
regeneration
requires an input of
free energy. The
formation of ATP is
illustrated below.
ATP STRUCTURE AND FUNCTION
Adenosine triphosphate is comprised of adenosine bound to three phosphate
groups. At the heart of ATP is a molecule of adenosine monophosphate (AMP), which
is composed of adenine molecule bonded to a ribose molecule and to a single
phosphate group. Ribose is a five-carbon sugar found in RNA, and adenine is one of
the nucleotides in RNA. The addition of a second phosphate group to this core
molecule results in the formation of adenosine diphosphate (ADP); the addition of the
third phosphate group forms adenosine triphosphate. The Three phosphate groups
are labeled as alpha, beta and gamma. These chemical groups constitute an energy
powerhouse.
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However, not all bonds
within this molecule exist
in a particularly highenergy state. The bonds
that link the phosphate
are equally high energy
bonds that when broken,
release sufficient energy
to power a variety of
cellular reactions and
processes. These highenergy bonds are the
bonds
between
the
second and third (beta
and gamma) phosphate
groups.
Chlorophyll and other Pigments
Different kinds of pigments exist and absorbs only certain wavelengths (colors)
of visible light. Pigments reflect or transmit the wavelengths they cannot absorb, thus
affecting how they appear to the human eye. Chlorophyll and carotenoids are the two
major classes of photosynthetic pigments found in plants and algae; each class has
a multiple types of pigment molecules. There are five major chlorophylls: a, b, c, d
and a related molecule found in prokaryotes called bacteriochlorophyll. Chlorophyll
a and chlorophyll b are found in higher plant chloroplasts.
Carotenoids are much larger group of pigments. The carotenoids found in
fruit-such as the red tomato (lycopene), the yellow of corn seeds (zeaxanthin), the
orange of an orange peel (B-carotene) – are used as advertisements to attract seed
dispersers. In photosynthesis, carotenoids function as photosynthetic pigments
that are very efficient molecules for the disposal of excess energy. These
carotenoids reside in the thylakoid membrane, absorb excess energy, and safely
dissipate that energy as heat.
Each type of pigment can be identified by the specific pattern of wavelength it
absorbs from the visible light, which is the absorption spectrum. The graph shows
the absorption of chlorophyll a, chlorophyll b, and other types of carotenoid
pigments. Notice how each pigment has a distinct set of peaks and troughs, revealing
a highly specific pattern of absorption. Chlorophyll a absorbs wavelengths from either
end of the visible spectrum (blue and red), but not green. Because green is reflected
or transmitted, chlorophyll appears green. Carotenoids absorb in the shortwavelength blue region, and reflect the long yellow, red, and orange wavelengths.
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Source: http://hyperphysics.phy-astr.gsu.edu/hbase/Biology/ligabs.html
Many photosynthetic organisms have a mixture of pigments; using them, the
organism can absorb energy from a wider range of wavelengths. An instrument
called spectrophotometer can differentiate which wavelengths of light a substance
can absorb. Spectrophotometers measure transmitted light and compute from it
the absorption. By extracting pigments from leaves and placing theses samples to
spectrophotometer, scientists can identify which wavelengths of light an organism
Explore
Here are some activities to enrich your knowledge regarding the role of
ATP as to its structure, ATP decomposition and synthesis and the ATPADP energy cycle. Good luck and have fun!
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Activity 2: Color Me Right!
Part 1. The Structure of ATP
ATP consist of three parts: 1 adenine molecule, 1 ribose sugar molecule and 3
phosphate molecules. Energy is stored in the bond that is found between the 2 nd and
3rd phosphate groups.
•
•
COLOR and LABEL the following in the ATP molecules below: adenine-red,
ribose-orange, 3 phosphate groups-yellow
Circle the area that represents the HIGH ENERGY bond.
1
2
3
Part 2. ATP Decomposition
When a cell requires energy, it breaks off the last (3rd) phosphate group from the ATP
molecule, which release energy. The molecule that is left over is called adenosine
diphosphate which consists of adenine, ribose sugar and TWO phosphate groups.
ADP contains less energy than ATP.
•
•
COLOR and LABEL the following in the energy molecule below: adenine- red,
ribose- orange, first two phosphate groups- yellow, lone phosphate grouppurple. COLOR the energy release- green
Circle the part of the image that makes up one molecule of ADP.
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Part 3: ATP synthesis
ATP molecules are constantly being rebuilt from ADP and lone phosphate groups.
This ensures that cells always have a source of energy. However, it takes energy to
make ATP. The energy to make ATP comes from a carbohydrate called GLUCOSE.
Glucose is a monosaccharide or simple sugar. Plants produce glucose during
photosynthesis.
•
•
COLOR and LABEL the following in the energy molecule below: adenine- red,
ribose- orange, first two phosphate groups-yellow, lone phosphate grouppurple. COLOR the energy absorbed- blue
Is the ENTIRE energy molecule called ATP or ADP? Be sure to LABEL the name
below!
ENERGY Absorbed
Activity 3: Leaf Pigment Chromatography
Additional methods for the identification of plant pigments include various types of
chromatography that separates the pigments. Let us explore more on plant
pigments by doing the chromatography activity.
Materials
Isopropyl alcohol
Ruler
Green Leaf
Scissors
Coffee filter/chromatography paper
Beaker/clear glass/plastic cups
Pencil
Coin
Tape
Colored pencils/crayons
Procedure
1. Obtain a strip of chromatography paper or cut a 2 ½ cm strip from a coffee filter.
2. Use a ruler to measure and draw a light pencil line 2 cm above the bottom of the
paper strip.
3. Wrap a leaf around a coin with the waxy side of the leaf facing outward. Now rub
the leaf along the light pencil line on the paper strip until you make a dark green
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LU_General Biology 1_Module8
line. DO NOT RUB THE LEAF ABOVE OR BELOW THE LINE. RUB THE LEAF ON
THE LINE ONLY.
4. Tape the top of the paper strip so that the end of the strip with the green line
hangs down. The pencil should be able to sit across the top of the beaker/glass with
the bottom of the paper strip just touching the bottom of the beaker. Cut off any
excess paper from the top of the strip if it is too long. DO NOT CUT THE BOTTOM
OF THE STRIP WITH THE GREEN LINE.
5. Remove the pencil/paper strip from the beaker for now.
6. Carefully add isopropyl alcohol to the beaker until it reaches a depth of 1 cm in
the beaker.
7. Lay the pencil across the top of the beaker with the paper strip extending into the
alcohol. MAKE SURE THAT THE LEVEL OF THE ALCOHOL IS BELOW THE GREEN
LINE ON YOUR PAPER STRIP. IF THE ALCOHOL IS GOING TO COVER THE GREEN
LINE, POUR OUT SOME ALCOHOL BEFORE YOU GET THE GREEN LINE WET.
8. Observe as the alcohol gets absorbed and travels up the paper. This may take up
to 20 minutes. Do not touch your experiment during this time.
9. Using colored pencils or crayons, DRAW your results.
Results
Filter paper
Use colored pencils or crayons to draw your observations
Before
paper
chromatography
After
paper
chromatography
Conclusions
1. How does paper chromatography work in determining if different pigments are
present in a leaf?
__________________________________________________________________________________
__________________________________________________________________________________
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2. Did the leaf you tested contain different pigments? Use your results to support
your answer?
__________________________________________________________________________________
__________________________________________________________________________________
3. Based on what you have learned, explain why leaves tend to change color in the
fall.
__________________________________________________________________________________
__________________________________________________________________________________
Deepen
To further enrich your understanding of the ATP-ADP energy cycle or known as ATP
coupling and energy transfer, you are tasked to do the next activity. Your output will
be graded using the attached rubric.
Activity 4: ATP-ADP CYCLE
What you need
attached cut outs on the next page, crayons, color pens, scissors, glue, long
bond paper
What you have to do
1. See attached page for cut outs: Label all the ATP and ADP molecules.
LABEL Adenine, Ribose, Phosphate groups (1,2,3) both ATP and ADP
molecule with the following colors;
•
•
•
•
•
•
•
COLOR entire ATP- green
COLOR energy released- orange
COLOR lightning bolt-purple
COLOR lone phosphate in ADP-yellow
COLOR entire ADP- blue
COLOR energy absorbed-red
Cut all four images and rearrange them on another sheet of long bond
paper showing the ATP-ADP cycle. Start with ATP on the top of the
worksheet. Glue the images and then ADD ARROWS to show that this
process is a continuous cycle. Give the cycle a title: ATP-ADP Cycle
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LU_General Biology 1_Module8
2. Work on your output following the rubrics below.
Your work will be graded using this rubric:
Criteria
Excellent
(10-8)
Good (7-6)
Fair (5-4)
Poor (3-1)
Content
Content is
properly
colored and
labeled
Content is
properly colored
and but has one
incorrect label
Content is
properly colored
and but has more
than one incorrect
label
Content is not
properly colored
and has more
than one
incorrect label
Presentation
Clean, neat
and well
organized
Neat but it has
one information
with incorrect
placement
Lack neatness
and has one
information with
incorrect
placement
Lack neatness
and has more
than one
incorrect
placement
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For the next activity, you are going to incorporate art into science. Science is driven
by data, while art is an expression of creativity. Bringing these two together can lead
to a deeper understanding of science topics and help you to develop creative problem
solving skills.
Activity 3. Painting with Chlorophyll
What you need
8-10 leaves (spinach leaves or any leaves with lots of extracts), long bond paper,
metal spoon
What you have to do
1. Fold the paper into half.
2. Press firmly on the leaves between the pages and rub with a metal spoon. Avoid
plastic spoons as they break when pressed as firmly as necessary. (balling up the
leaves and using them as paintbrushes would be better as you were able to control
where the pigment was on the page.
3. You can have a template to paint on or you can draw/sketch choosing your desired
theme.
4. You work will be graded using the rubrics of performance below.
Criteria
Excellent (108)
Good (7-6)
Fair (5-4)
Poor (3-1)
Painting
skills
Paint is applied
in a careful
manner, colors
remain sharp
and texture is
evident
Paint is applied
in a careful
manner, colors
are partially
sharp and
texture is
evident
Control is
somewhat
lacking, color
sharpness and
texture are
partially evident
Control is
somewhat
lacking, color
sharpness and
texture are not
that evident
Design/
Applies design
principles (unity,
balance,
contrast,
emphasis etc.)
with excellent
skill
Applies design
principles
(unity, balance,
contrast,
emphasis etc.)
with good skill
Applies design
principles
(unity, balance,
contrast,
emphasis etc.)
with fair skill
Did not apply
most of the
design
principles in his
work
composition
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Gauge
Directions: Read and understand each question. Choose the letter of your BEST
answer. Use a separate sheet of paper for your answers.
1. Cells need energy to perform their works. What type of energy is used by the
cell?
A. Adenosine diphosphate
B. Adenosine monophosphate
C. Adenosine triphosphate
D. All of these
2. Which of the following works is/are performed by the cells?
A. Making polymers
B. Muscle contractions
C. Pumping across membranes
D. All of these
3. Which of the following is/are component/s of ATP?
A. Nitrogenous base
B. Phosphate group
C. Ribose sugar
D. All of these
4. What happened when ATP is broken down?
A. Energy is absorbed
B. energy is lost
C. Energy is released
D. None of these
5. Which of the three phosphate groups bond in ATP contains most of energy?
A. First-second
B. Second-third
C. Both
D. None of these
6. When ATP release energy, the molecule that is left after the bond break off is
called _________.
A. ADP
B. AMP
C. ATP
D. All of these
7. Hydrolysis is the addition of water to ATP breaking the bonds of its phosphate
group. What type of chemical reaction is hydrolysis?
A. Endergonic reaction
B. Exergonic reaction
C. Metabolic reaction
D. None of these
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8. What happen during the ATP-ADP cycle?
A. ATP is synthesized from the chemical energy in glucose
B. ATP release energy, turning the molecule into ADP with lesser amount of
energy
C. ATP are being constantly rebuilt from ADP and lone phosphate group to
ensure continuous supply of energy
D. All of the above
9. When a cell requires energy, it breaks off the last (3 rd) phosphate group from the
ATP molecule, which release energy. This process is called ___________.
A. ATP cycle
B. ATP decomposition
C. ATP synthesis
D. All of these
10. What kind of photosynthetic pigment is found in plants and algae that absorbs
blue-violet and red spectrum of the visible light?
A. Carotene
B. Chlorophyll
C. Lycopene
D. Zeaxanthin
11. What method or technique is use in separating the components of plant
pigments?
A. Leaf chromatography
B. Leaf extraction
C. Leaf painting
D. None of these
12. The type of pigment can be identified by the specific pattern of wavelengths it
absorbs from the visible light. What do we call this portion of the visible light?
A. Visible light spectra
B. Reflection spectra
C. Absorption spectra
D. Absorption of light
13. Which of the following statement is TRUE about photosynthetic pigments?
A. Many photosynthetic organisms have a mixture of pigments
B. Chlorophyll and carotenoids are the two major classes of photosynthetic
pigments in plants.
C. Each type of pigment can be identified by the specific pattern of
wavelength it absorbs from the visible light.
D. All of the above
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For nos. 14-15. Refer on the diagram below.
14. Each type of pigment can be identified by the specific pattern of wavelength it
absorbs from the visible light. Why plant leaves appear to be green in color?
A. Green wavelength is absorbed by plant leaves
B. Green wavelength is reflected by plant leaves
C. All the wavelength is absorbed by plant leaves
D. All the wavelength is reflected by plant leaves
15. Based from the diagram below, which of the following statement is NOT true
about the absorption of plant pigments?
A. Chlorophyll a absorbs only the red and blue wavelengths
B. Chlorophyll b absorbs blue wavelengths better than chlorophyll a
C. Chlorophyll a absorbs all the wavelength from the visible light spectrum
D. Each type of pigment has an specific pattern of wavelength it absorbs from
the visible light
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LU_General Biology 1_Module8
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EXPLORE: Activity 3 Leaf Chromatography
Results
Before paper chromatography- drawing/ observation may vary
After paper chromatography- drawing/ observation may vary
Conclusions
1. When leaves is placed on a filter paper, the color separates from the sample by placing
one end of the paper in the alcohol.
2. Answers may vary.
3. Shorter length of daylight during fall decreasing the plants efficiently in making
chlorophyll.
GAUGE
1.
2.
3.
4.
5.
C
D
D
C
B
6. A
7. B
8. D
9. B
10. B
PRETEST
1.
2.
3.
4.
5.
A
B
C
D
B
11.
12.
13.
14.
15.
A
C
D
B
C
JUMPSTART
Activity 1: Knowledge Check
6. B
7. A
8. D
9. B
10. B
Q1.
Q2.
Q3.
Q4.
X
Y
Z
1
Answer Key
References
Printed Materials:
Department of Education. Bureau of Learning Resources (DepEd-BLR). (2017) First
Edition. Unit III: Energy Transformation General Biology 1(pp.141-157), Pasig City,
Philippines.
Rea, Maria Angelica D. et.al. (2017) First Edition. General Biology 1(pp 160-161),
Manila, Philippines: Rex Bookstore, Inc.
Website:
ATP-ADP Activity sheet. Teacherspayteachers.com. Retrieved October 19, 2020
from https://www.teacherspayteachers.com/Product/ATP-and-ADP-energy-CycleBuild-1759940
Leaf Pigment Chromatography Worksheet.Teacherspayteachers.com. Retrieved
October 19, 2020 from
https://www.teacherspayteachers.com/FreeDownload/Leaf-PigmentChromatography-Lab-55084
Leaf Rubbing Art Activity sheet. Aroundthekampfire.com. Retrieved October 19,
2020 from https://aroundthekampfire.com/2019/02/chlorophyll-paintings-plantscience-leaf-rubbing-art-activities.html
https://www.teacherspayteachers.com/Product/ATP-and-ADP-energy-Cycle-Build1759940?epik=dj0yJnU9WG9WRFQxQkNvMDJKcWEyamJaWkFFRzRVS3RHaXpN
R08mcD0wJm49cktrMVZXUzVfRHQtaDNsVmxON2FEZyZ0PUFBQUFBR0ZJbldN
Absorption Spectrum Diagram. Retrieved September 20, 2021 from
http://hyperphysics.phy-astr.gsu.edu/hbase/Biology/ligabs.html
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LU_General Biology 1_Module8
For inquiries or feedback, please write or call:
Department of Education – SDO La Union
Curriculum Implementation Division
Learning Resource Management Section
Flores St. Catbangen, San Fernando City La Union 2500
Telephone: (072) 607 - 8127
Telefax: (072) 205 - 0046
Email Address:
launion@deped.gov.ph
lrm.launion@deped.gov.ph
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