Exam 1 Q3 Review Sheet
Honors Biology
This is to be used for REVIEW
Exam 1 will cover:
Chapter 10: ALL
Water Potential Lab
ESSAY QUESTION
a. A CO2 molecule finds itself in the atmosphere over India. Meanwhile, a banana
tree is growing in Kerala, a state located in southwest India, which is the world
leader in banana production with an unprecedented 46 billion pounds produced
annually. It is mid-July, monsoon season. The rains are falling heavily as we
zoom in on a hand full of water molecules. They make their descent toward the
Earth and crash into the soil below. These particular water molecules will land
near our banana tree. We know that H2O and CO2 have little accessible (free)
energy as the shared electrons are held too tightly by oxygen. Luckily, as the rain
passes, a break begins to form in the clouds. Initially, a single ray of light is able
to penetrate, and strikes the leaf of the banana tree. The life-giving process of
photosynthesis has begun. Beginning with the water in the soil, CO2 in the
atmosphere (troposphere), and the photons of light hitting the leaf, describe the
process of photosynthesis that leads to the formation of a glucose AND an amino
acid. Make sure you discuss the energy of the electrons as they are passed along.
ETC, chemiosmosis, photophosphorylation, concentration gradient, P700, plastoquinone, xylem,
gluconeogenesis, light harvesting complex, water, NH4+ (ammonium), NO3-(nitrate),
cytochorome b6f complex, soil, chloroplast, stomata (stomata), roots, plastocyanin, mesophyll,
thylakoid membrane, RuBP, 3-phosphoglycerate, 1-3 bisphosphoglycerate, thylakoid
compartment, P680, stroma, grana, NADP+, H+, ATP, guard cells, NADPH, ADP, Pi, electrons,
cellular respiration, reaction center, chlorophyll a, Rubisco, active site, chlorophyll b, Photosystem
I, ferredoxin, NADP+ reductase, phase 1: carbon fixation, phase 2: Reduction, Phase 3:
Regeneration of RuBP, Photosystem II, ATP Synthase, calvin cycle, G3P, PGAL, water splitting,
dark reactions, primary electron carrier, affinity, excited electron, reduction, oxidation, proton
pump, endergonic, exergonic, energy coupling, kinetic energy, potential energy, photolysis, Krebs
intermediate, glycolysis, mitochondria, pyruvate, acetyl CoA, free energy, electrochemical
gradient)
nitrogen cycle might help - http://bio4esobil2010.files.wordpress.com/2011/06/inesnc1.gif
1. Briefly explain how a plant will make all of its amino acids and other monomeric units
and lipids starting with only inorganic materials.
2. Compare cyclic electron flow to non-cyclic electron flow. What is the
purpose/advantage/logic behind doing cyclic electron flow?
3.
4. Over the vacation I went on a diet and lost ten pounds. Where did most of that mass
go?
5. It can be said, “plants come out of thin air”. What does this mean? Does that mean we
also come out of thin air? Explain.
6. Write down the equation for photosynthesis and using arrows depict the flow of
electrons. Which molecules are converted to what? Label the redox reactions. What gets
oxidized? What gets reduced? Identify the oxidizing agent and the reducing agent.
7. Compare and contrast the four different nutritional classes.
8. When trying to determine the nutritional class of an organism, what are the two
questions you must ask yourself?
9. In the word “photoautotroph”, what does “photo” (don’t say light), “auto”, and “troph”
mean. Do the same for the other classes.
10. Give examples of organisms belonging to each of the four classes and explain why.
11. We discussed deep sea thermal vents in class. How are these ecosystems able to
thrive in the absence of sunlight? What type of organism is the producer of this
ecosystem and to what nutritional class does it belong?
12. Compare producers to consumers. Which nutritional classes are the producers and
which are the consumers? Explain.
13. Compare chemosynthesis to photosynthesis. Where would you find organisms doing
chemosynthesis?
14. Be able to label the leaf diagram. Be able to draw and label the chloroplast.
15. Compare the xylem to the phloem. How are they different than our arteries and veins.
Explain how transpiration works.
16. Where does molecular oxygen come from during photosynthesis and what type of
simple experiment can be done to determine this?
17. What is the main purpose of the light reactions? What are the products of the light
reactions used for?
18. Why perform the Calvin cycle and eventually make glucose if the light reactions can
make ATP all by themselves?
19. Explain how moving electrons, 93 million miles away, can transfer their kinetic
energy to Earth.
20. Compare blue light to red light in terms of wavelength and energy, and explain why
one has a higher energy than the other. Look at the animation posted under the misc
section.
21. Identify the different types of light absorbing pigments and the colors (wavelengths)
of light each absorbs. Why do plants appear green to us?
22. Explain the structure of a photosystem.
23. Compare a deciduous tree to an evergreen tree.
24. Compare photosystem I to photosystem II. How are they the same and how are they
different in general?
25. Describe the light reactions in all its glorious detail as we did in class starting with a
photon hitting the light harvesting complex chlorophyll until ATP and NADPH are
reduced. Watch the video over and over again until you can narrate it with your eyes
closed.
26. Order the following in terms of affinity: ground state chlorophyll, excited state
chlorophyll, primary electron acceptor.
27. Explain how one gets excited state chlorophyll from ground state chlorophyll.
28. Why is a second photosystem (photosystem I) required?
29. What is the purpose of passing electrons from Photosystem II to photosystem I? Why
not just excite them in PII and hand them straight to NADP+?
30. Explain how glow in the dark items work like those glow-in-the-dark stars you can
stick to your ceiling. How is this similar and different from what happens in
photosynthesis?
31. What is meant by photophosphorylation?
32. I want you to know what photolysis is and how it relates to photosynthesis. You will
need to use this word in your essay.
33. What are the possible fates of all the molecular oxygen made by plants?
34. Discuss the structure of stomates (stomata) and indicate when they would be
open/closed with an explanation for each in C3, C4 and CAM plants. Why are they found
mostly on the bottom of leaves?
35. During the daytime more molecular oxygen in made relative to CO2, but at night the
opposite occurs (more CO2 is made). Explain why this happens and include where this
CO2 is coming from.
36. Look at this figure :
The dramatic rise in atmospheric CO2 is explained by our burning of fossil fuels. Look
closer though at the annual (yearly) cycle. Why do you think the CO2 levels rise until
April/May and then fall until September and then rise again?
37. You perform an experiment where you take two of the same aquatic plants and place each in
its own beaker with water. You adjust the pH of the water to 7.0 using bromothymol blue, HCl,
and NaOH. You then take one beaker and place it in a dark cabinet and the other beaker is put
under a bright grow lamp. Twelve hours later you to a 5ml sample of each and add two drops of
bromothymol blue. The plant solution under the grow light turned blue while the plant solution in
the cabinet turned yellow. Based on your knowledge of photosynthesis and pH indicators, explain
what you have observed. (Why did the colors change the way they did?)
38. Compare photophosphorylation to oxidative phosphorylation.
39. Compare and contrast the ETC of cellular respiration with the ETC of photosynthesis.
What is similar and what is different? You should be able to list a number of similarities
and differences.
40. Compare the Calvin cycle to the Kreb cycle. How are they opposites?
41. How many ATP are required to make a single glucose? If each glucose has the
potential to yield 36 ATP during cellular respiration, how can it take much fewer to make
it? Basically, how can more “energy” come out than went in…or did it?
42. What is the main purpose for doing photosynthesis?
43. Describe the three possible fates of the resulting G3P from photosynthesis.
44. How many turns of the Calvin cycle are required to make a single glucose molecule
from CO2?
45. How does deforestation aggravate the global warming problem? Explain in detail
starting with the hypothesized cause of global warming. Be sure to include how the
greenhouse effect works on Earth.
46. What is the simplest thing you can do to remove CO2 from the atmosphere?
47. Compare the greenhouse effect on Earth to what is happening in an actual
greenhouse. How are the two different from each other? How does the greenhouse effect
work? What are the most common greenhouse gases? Where do these gases come from?
48. Is the greenhouse effect positive or negative in terms of life on this planet and our
existence?
49. Why is global warming a problem? Who cares if the temperature of the planet rises a
few degrees?
50. Describe the Kyoto protocol. (We did not do this in class….look it up.) Which
nations are not part of it and why do you think this is?
51. It is currently the scientific consensus that humans are responsible for the current
global warming event. Explain how we might be responsible and what can be done to try
and fix this? What can you do personally, everyday, right now? What else might be
causing this global warming period?
52. Explain the reason why different methods of performing carbon fixation during
photosynthesis have been selected for on the plant. What is the main environmental
driving force for the selection of these methods? Why is it a problem if CO2 levels fall
inside the leaf while O2 levels rise.
53. At first glance it may appear that a C4 plant is inferior to a C3 plant since it takes
30ATP to make a glucose vs. 18 ATP, respectively. If this is the case, why haven’t the
C4 plants been outcompeted and forced to extinction by the C3 plants?
54. Compare/contrast C3, C4, CAM methods of photosynthesis (carbon fixation).
55. The benefits of O2 (molecular oxygen) to animals is obvious…for cell respiration.
However, there is another benefit. It is converted to ozone (O3) high in the atmosphere.
Explain why this is beneficial.
56. What are CFC’s, where do they come from, and why are they a problem?
57. Global warming and the ozone problem are NOT really related to each other. Explain
(compare them).