Unit 5 – Photosynthesis, Nutrition in
Plants & Transpiration & Cell Respiration
Standards and Benchmarks:
STANDARD 1: Learners understand the nature of scientific knowledge and inquiry.
1. Analyze and evaluate experimental designs for accuracy, including variables, controls, adequate data
sampling, and logical conclusions and suggest design improvements when appropriate.
2. Choose appropriate summary statistics to describe group differences, always indicating the spread of the
data as well as the scientific data's central tendencies.
3. Make and use tables, charts, graphs, and scale drawings to justify scientific arguments and claims in oral
and written presentations.
4. Participate in group discussions on scientific topics by restating or summarizing accurately what others
have said, asking for clarification or elaboration, and expressing alternative positions.
5. Select the most appropriate tool for a specific, direct measurement and choose appropriate units for
reporting various magnitudes.
STANDARD 4: Learners understand the interrelationship between structure and function.
Level IV (Gr. 9-Gr.12)
1. Explain the structures and functions of the basic molecules of living organisms and the chemical reactions
necessary for life.
2. Describe the cell as the fundamental unit of living organisms capable of receiving and integrating messages
and responding to changes in the environment.
By the end of this unit, Students should be able to:
For Photosynthesis:
Define photosynthesis as the fundamental process by which plants manufacture carbohydrates
from raw materials using energy from light
• State the word equation for the production of simple sugars and oxygen
• Investigate the necessity for chlorophyll, light and carbon dioxide for photosynthesis, using
appropriate controls
• Describe the intake of carbon dioxide and water by plants
• Explain that chlorophyll traps light energy and converts it into chemical energy for the
formation of carbohydrates and their subsequent storage
- State the balanced equation for photosynthesis in symbols
• Investigate and state the effect of varying light intensity, carbon dioxide concentration and
temperature on the rate of photosynthesis (e.g. in submerged aquatic plants)
• Define the term limiting factor as something present in the environment in such short supply
that it restricts life processes
• Explain the concept of limiting factors in photosynthesis
• Explain the use of carbon dioxide enrichment ,optimum light and optimum temperatures in
glasshouse systems
For Plant Nutrition:
• Describe the importance of:
- nitrate ions for protein synthesis
- magnesium ions for chlorophyll synthesis
- Describe the uses, and the dangers of overuse, of nitrogen fertilisers
- Explain the effects of nitrate ion and magnesium ion deficiency on plant growth
For Transpiration / Translocation:
• • Identify root hair cells, as seen under the light microscope, and state their functions
• State the pathway taken by water through root, stem and leaf (root hair, root cortex cells,
xylem, mesophyll cells)
• Investigate, using a suitable stain, the pathway of water through the above-ground parts of a
plant
• Define transpiration as evaporation of water at the surfaces of the mesophyll cells followed by
loss of water vapour from plant leaves, through the stomata
• Describe how water vapour loss is related to cell surfaces, air spaces and stomata
• Describe the effects of variation of temperature, humidity and light intensity on transpiration
rate
• Describe how wilting occurs
• Explain the mechanism of water uptake and movement in terms of transpiration producing a
tension (‘pull’) from above, creating a water potential gradient in the xylem, drawing cohesive
water molecules up the plant.
• Discuss the adaptations of the leaf, stem and root to three contrasting environments, to include
pond, garden and desert, with emphasis on local examples (where appropriate) and the factors
described in the core
• Define translocation in terms of the movement of sucrose and amino acids in phloem; from
regions of production ; to regions of storage OR to regions of utilisation in respiration or growth
• Describe translocation throughout the plant of applied chemicals, including systemic pesticides
• Compare the role of transpiration and translocation in the transport of materials from sources to
sinks, within plants at different seasons
For Cell Respiration:
Aerobic respiration:
 Define aerobic respiration as the release of a relatively large amount of energy in cells
by the breakdown of food substances in the presence of oxygen
 State the word equation for aerobic respiration
 State the equation for aerobic respiration using symbols (C6H12O6 + 6O2 → 6CO2 +
6H2O)
Anaerobic respiration
 Define anaerobic respiration as the release of a relatively small amount of energy by the
breakdown of food substances in the absence of oxygen
 State the word equation for anaerobic respiration in muscles during hard exercise
(glucose → lactic acid) and the microorganism yeast (glucose → alcohol + carbon
dioxide)
 Describe the role of anaerobic respiration in yeast during brewing and bread-making
 Compare aerobic respiration and anaerobic respiration in terms of relative amounts of
energy released


State the balanced equation for anaerobic respiration in muscles (C6H12O6 →
2C3H6O3) and the microorganism yeast (C6H12O6 →2C2H5OH + 2CO2), using
symbols
Describe the effect of lactic acid in muscles during exercise (include oxygen debt in
outline only)
Date / Day
Jan. 7
Day 7
Activity
Start Photosynthesis PP / look at
the labs that need to be done and
discuss them so we are ready for it
next class.
Jan 8
Day 1
Do Lab Experiment 6.2-6.6 – These will
need to be set up and next class we will
take observations / Do WS if time permits
and finish for HW / Study for
Photosynthesis Quiz
Review WS / Observe Results from
Experiment / Lab write-up (Observation /
answer questions) / Study for quiz
In class activity Lab 6.7 (summative)
/ Begin transpiration PP 1 & Mineral
requirement for plants/ Lab Demo –
Cohesion/Adhesion
Exam for Semester 1
Jan. 12
Day 3
Jan. 14
Day 5 (T)
Jan. 16
Day 7
Jan. 20
Day 1
Jan. 22
Day 2
Go over Exam
Transpiration PP 2 / start WS – finish at
home if not completed in class.
Lab: 6.1 /8.2/ 8.3/8.4 (set up in class – take
results next class) / Go over WS
Jan. 27
Day 5
Photosynthesis Quiz (summative)
Lab: Take results for 8.4 /Do Lab 8.5
Jan. 29
Day 7
Quiz on transpiration & mineral
requirement for plants (summative) ; go
over translocation PP
Review of Photosynthesis / Transpiration /
Plant Nutrition &
Begin Cell Respiration Notes
Go over WS. / Lab: 9.2 & 9.3 (9.3
summative)
Feb. 2nd
Day 1
Feb. 4
Day 3 (T)
HW
Read through procedure –
make notes on the procedure
so you know how and why the
experiment is done
(formative)
Do WS: p. 34-35
(formative)
Study
Review principles of
transpiration
WS: p. 47-51 (formative)
Study for quiz
Write up observations for lab
and answer questions Due
next class
Write up lab 8.4/8/5 and
answer questions – due next
class (summative) ; study for
quiz on transpiration
Make sure you are up to date
on all your notes and
information
WS – p. 52-57 (formative)
Study for Quiz
Feb. 6 Day 5
Feb. 10
Day 7
Feb. 12
Day 1
Quiz on Cell Respiration (summative) / Go
over labs
Review for test
Test on Transpiration, Photosynthesis,
Plant Nutrition and Cell respiration
(summative)
Study for test