A) human
B) mushroom
C) pine tree
D) fish
A) taking in oxygen and making wood
B) taking in carbon dioxide and making sugars (carbohydrates)
C) synthesizing carbon dioxide and making cellulose
D) converting sugar to oxygen and water
A) chlorophyll… thylakoid
B) thylakoids… grana
C) thylakoids… stroma
D) grana… thylakoid
A) water absorption
B) Calvin cycle
C) location of photosystems
D) gas exchange
A) roots
B) interior cells
C) stomata
D) leaves
A) stroma
B) cristae
C) thylakoids
D) vesicles
A) thick fluids inside chloroplasts
B) convolutions of the inner chloroplast membrane
C) stacks of membranous sacs
D) pigments found in chloroplasts
A) increased plant growth
B) increased amounts of oxygen released by the plants
C) decreased amounts of ATP being produced by the plants
D) increased growth of the plants’ leaves
A) 6 CO2 + 6 H2O + 6 O2 ? C6H12O6
B) 6 CO2 + 6 H2O ? C6H12O6 + 6 O2
C) 6 CO2 + 6 O2 ? C6H12O6 + 6 H2O
D) C6H12O6 + 6 O2 ? 6 CO2 + 6 H2O
A) O2… CO2
B) C6H12O6… O2
C) H2O… C6H12O6
D) H2O… CO2
A) O2
B) CO2
C) C6H12O6
D) ADP
A) glucose… carbon dioxide
B) electrons… NADH
C) ATP… NADPH
D) RuBP… NADP+
A) ATP and NADH
B) ATP and NADPH
C) RuBP and O2
D) ATP and NADP+
A) the wavelengths that are absorbed by the pigment
B) the wavelengths that are reflected or transmitted by the pigmented object
C) the wavelengths that have been raised to an excited state by the pigmented object
D) the wavelengths that the pigmented object created after interacting with sunlight
A) blue
B) green
C) red
D) yellow
A) red
B) green
C) blue
D) orange
A) RuBP
B) chlorophyll a
C) carotenoids
D) chlorophyll b
A) to reflect more energy
B) to absorb energy in parts of the electromagnetic spectrum that chlorophyll a cannot
C) to give them different colors
D) because plants cannot make enough chlorophyll a for all of their energy needs
A) phaser
B) wavelength
C) photon
D) quantum
A) less energy absorbed by photosynthetic pigments
B) redder the color
C) more photons it contains
D) greater the energy
A) energetic
B) quantum
C) higher
D) excited
A) heat
B) fluorescence
C) light
D) all of the above
A) chlorophyll
B) thylakoid membrane
C) cristae
D) stroma
A) chlorophyll b
B) carotenoids
C) phycobilins
D) chlorophyll a
A) in the stroma
B) on the cristae
C) in the thylakoid membrane
D) in the cytosol
A) H2O
B) Chlorophyll a
C) CO2
D) C6H12O6
A) C6H12O6
B) CO2
C) NADPH
D) H2O
A) citric acid cycle
B) glycolysis
C) Calvin cycle
D) electron transport chain
A) thylakoid membrane
B) outer chloroplast membrane
C) endomembrane
D) inner chloroplast membrane
A) light energy and CO2… sugar
B) CO2, ATP, and NADPH… sugar and O2
C) light energy, CO2, and water… sugar and O2
D) CO2, ATP, and NADPH… sugar
A) shuttling CO2 from the Calvin cycle to the water-splitting photosystem
B) keeping their stomata closed when the weather is hot and dry
C) growing very deep roots
D) running the Calvin cycle at night
A) opening their stomata only at night
B) incorporating CO2 into RuBP
C) keeping their stomata closed at night
D) running the Calvin cycle at night
A) roots
B) leaves
C) stomata
D) grana
A) An electron goes from the excited state to the ground state.
B) Light is released.
C) The energy of a photon raises an electron to the excited state.
D) ATP is broken down.
A) use of the energy generated as hydrogen ions (H+) move up a proton gradient; this energy is used to make ATP
B) use of the energy released as excited electrons are passed from one molecule to another in the electron transport system; the energy is converted to the chemical bond energy of ATP
C) use of the energy stored in excited electrons; as the electrons move from the excited state to the ground state, the energy released is converted to the energy stored in the third phosphate bond in ATP
D) use of the energy stored in hydrogen ion (H+) gradients; the potential energy of the proton gradient is released as the protons move down their gradient through special membrane protein channels; this energy is converted to chemical bond energy in the ATP molecule
A) one
B) two
C) three
D) six
A) C6H12O6
B) NADPH
C) G3P
D) ATP
A) O2… G3P
B) RuBP… O2
C) CO2… RuBP
D) G3P… RuBP
A) G3P production
B) oxidation of CO2
C) regeneration of RuBP
D) sugar production
A) The plant would still be able to make sugar, just a lot less.
B) No oxygen would be released by the plant.
C) No sugar would be made by the plant.
D) Only RuBP would be recycled.
From your biology class, you recall that the light-dependent reactions of photosynthesis involve pigment molecules that absorb light of specific wavelengths. You also remember the experiments done by the German biologist Theodor Engelmann, in which he separated light using a prism into different wavelengths and then determined which wavelengths were best for promoting photosynthesis in the algae species he was examining. Your goal is to determine which wavelengths (colors) of light are best for promoting photosynthesis to enhance growth in your species of plant. To achieve this, you grew your plants under different wavelengths of light and measured their growth rates. The wavelengths were measured in nanometers (nm), and the growth rate was measured in millimeters per day (mm/day). The data you collected are as follows:
41) Which wavelength is best for your plants’ growth?
A) 650 nm
B) 550 nm
C) 500 nm
D) 400 nm
From your biology class, you recall that the light-dependent reactions of photosynthesis involve pigment molecules that absorb light of specific wavelengths. You also remember the experiments done by the German biologist Theodor Engelmann, in which he separated light using a prism into different wavelengths and then determined which wavelengths were best for promoting photosynthesis in the algae species he was examining. Your goal is to determine which wavelengths (colors) of light are best for promoting photosynthesis to enhance growth in your species of plant. To achieve this, you grew your plants under different wavelengths of light and measured their growth rates. The wavelengths were measured in nanometers (nm), and the growth rate was measured in millimeters per day (mm/day). The data you collected are as follows:
42) Of the following, which wavelength is least useful to your plants?
A) 650 nm
B) 450 nm
C) 550 nm
D) 400 nm
From your biology class, you recall that the light-dependent reactions of photosynthesis involve pigment molecules that absorb light of specific wavelengths. You also remember the experiments done by the German biologist Theodor Engelmann, in which he separated light using a prism into different wavelengths and then determined which wavelengths were best for promoting photosynthesis in the algae species he was examining. Your goal is to determine which wavelengths (colors) of light are best for promoting photosynthesis to enhance growth in your species of plant. To achieve this, you grew your plants under different wavelengths of light and measured their growth rates. The wavelengths were measured in nanometers (nm), and the growth rate was measured in millimeters per day (mm/day). The data you collected are as follows:
43) Which wavelength of light is the least useful to your plant’s growth?
A) 750 nm
B) 650 nm
C) 550 nm
D) 500 nm
A) Different species of plants have different pigment molecules that utilize different wavelengths of light.
B) Different species of plants have leaves that are shaped differently.
C) Some species of plants are able to produce sugar without ever having been exposed to sunlight.
D) Some species of plants are consumers and do not need sunlight.