Senior High School

General Biology 1
First Semester- Quarter 2
Energy Transformation
STEM_BIO11/12-IIa-j-4
General Biology 1 – Grade 11
Alternative Delivery Mode
First Semester- Quarter 2- Energy Transformation
First Edition, 2020

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Published by the Department of Education - Region III

Secretary : Leonor M. Briones
Undersecretary : Diosdado M. San Antonio

Development Team of the Module

Author: Allan M. Manaloto, PhD

Language Reviewer: Salvie S. Sacdalan
Content Editor: Esmeralda P. Garcia
Illustrator: Allan M. Manaloto, PhD
Layout Artist: Allan M. Manaloto, PhD

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Marinella P. Garcia Sy, PhD
EPS – Science
Glenda S. Constantino
Project Development Officer II
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
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Email address: lrmdsbulacan@deped.gov.ph
 Senior High School

General Biology 1
First Semester- Quarter 2
Energy Transformation
STEM_BIO11/12-IIa-j-4
 Introductory Message

For the facilitator:

Welcome to the General Biology 1 Alternative Delivery Mode (ADM) Module on Energy
Transformation.

This module was collaboratively designed, developed and reviewed by educators from
public institutions to assist you, the teacher or facilitator, in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire
the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to the General Biology 1 Alternative Delivery Mode (ADM) Module on Energy
Transformation.
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take. If
What I Know
you get all the answers correct (100%), you may
decide to skip this module.

1
 This is a brief drill or review to help you link the
What’s In
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent practice to
solidify your understanding and skills of the topic.
What’s More
You may check the answers to the exercises using
the Answer Key at the end of the module.
This includes questions or blank sentence/
What I Have Learned paragraph to be filled in to process what you learned
from the lesson.
This section provides an activity which will help you
What Can I Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment
mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

2
 What I Need to Know

This module will assist you to describe the patterns of electron flow through
light reaction events. Various activities such as hands-on performances are provided
for you to strengthen your knowledge and skills regarding the topic.
At the end of this module, you are expected to:
1. identify the important molecules involved in the light reaction;
2. explain the events and processes happening during light reactions.
3. appreciate the significant role of light reaction in plants and other organisms; and
4. make a creative concept map illustrating the process of light reaction events.

What I Know

Directions: Identify the vocabulary word being described in each statement, choose your
answer from the box below. Write the letter of your answers on a separate sheet of paper.
Definitions
___ 1. It is a key product of photosynthesis.
___ 2. It is a plant organelle that is used in photosynthesis.
___ 3. It is an energy carrying molecule.
___ 4. It is a green pigment found in plants.
___ 5. It is a sac-like membrane that make up the grana within the chloroplast.
___ 6. It is the process in which sunlight is used to make food.
___ 7. These are groups of molecules absorbing sunlight during the light reactions.
___ 8. It is the stage of photosynthesis in which sunlight is stored in ATP and NADPH.
___ 9. These are transport molecules which transfer electrons from molecule to molecule.
___ 10. It is the stage of photosynthesis in which glucose is produced.
___ 11. It is a type of photosystems in which the special pair is called P680.
___ 12. It is the primary electron acceptor of photosystems I.
___ 13. It is the process of creating ATP using energy stored in a chemical gradient.
___ 14. It is the primary electron acceptor of photosystems II.
___ 15. It is a process of light reactions in which the chemical energy created is ATP only.

Terms
a. chlorophyll e. chloroplast i. electron transport chain m. pheophytin
b. photosynthesis f. calvin cycle j. mesophyll n. cyclic
c. photosystems g. glucose k. NADPH o. photosystems II
d. light reactions h. thylakoid membrane l. chlorophyll AO p. chemiosmosis

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 What’s In

Have you ever stayed out too long under the sun? What happened to you? Yes, you
got sunburn. That is because of the Sun’s extreme energy and as humans, our body
cannot utilize solar energy aside from synthesizing vitamin D. Plants, on the other hand,
are capable in capturing light energy and using it to produce sugars through
photosynthesis. Photosynthesis is important not only to plants but also to other living
organisms such as humans because of its products such as glucose that we eat and
oxygen that we breathe.

Directions: Write TRUE if the statement is correct and FALSE if it is incorrect.

____ 1. Visible light is the essential component of solar energy for photosynthesis.
____ 2. Leaves are the primary food-producing sites of a plant.
____ 3. Chloroplasts are found in all cells.
____ 4. Chlorophyll is green because it is efficient in absorbing blue and red light.
____ 5. Pigments are specialized organic molecules found in the chloroplasts.
If you answered TRUE in all numbers except no. 3, you are all correct. Necessary
components for photosynthesis to proceed includes: visible light (solar energy), leaves
which are the food-producing sites of a plant and inside each leaf are chloroplasts which
are organelles that can be compared to factories because this is where photosynthesis
occurs. Chlorophyll is a green pigment located in the thylakoid membrane of the
chloroplast which is responsible in capturing the visible light. Plant pigments (just like
chlorophyll) are organic molecules that selectively absorbs light of specific wavelength.
Previously, you have learned that photosynthesis is a process carried out by plants
and other organisms to convert light energy into chemical energy that can be delivered to
fuel organism’s activities (energy transformation). Recall this chemical reaction: 6CO2 +
6H2O + Light Energy C6H12O6 + 6O2. This equation, carbon dioxide and water react with
light energy forming glucose and oxygen, is just a summary of photosynthesis and the
process actually involves series of chemical reactions, which we will study about in this
module.
H2O CO2

O2 C6H12O6

Figure 1. Summary of Photosynthesis (stages)

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 What’s New

Let us read a story about a well-known 17th century experiment of Jan van Helmont,
an excerpt from Brainard & Wilkin (2014).

Jan Van Helmont tested the prevailing idea that plants grow because of matter
they absorb from the soil. He grew a willow tree in a large container of soil to which he
added water as needed. He measured the mass of the soil and the tree at the start of
the experiment and again after five years. By the end of five years, the tree had gained
164 pounds but the soil still weighed the same. Van Helmont deduced that the tree’s
weight gain had come from the water he had given it over the five years of its growth
and not from the soil.

Directions: After reading the experiment conducted by Jan Van Helmont, let us answer the
following questions:
1. How did van Helmont’s results invalidate the prevailing idea about plant growth?
_________________________________________________________________.
2. How did van Helmont describe his results?
_________________________________________________________________.
3. What is the appropriate interpretation of van Helmont’s results?
_________________________________________________________________.
Rubric for scoring:
Criteria 3- Very Good 2- Good 1- Developing
Overall Answers the question Answers the question Does not answer
Response clearly, with explanations with an explanation or the question;
or examples (2 or more) evidence; has provides no
which are supported with incomplete or unclear evidence/ fact or
evidences; sentences sentences; detail; unable to
are complete with few comprehend
errors; sentences;

Notes to the Teacher

The activities in this module are arranged from simple to complex to help the
learner gradually master the desired learning competency. Give him/her the
needed support and guidance so that he/she will be able to perform the tasks to
prepare him/her later in describing the patterns of electron flow through light
reaction events.

5
 Describe the patterns of electron flow
through light reaction events

What is It
Stages of Photosynthesis
In the story above, we have realized that the tree gained mass by changing water and
carbon dioxide in the air to glucose and other organic compounds needed for growth, thus
the process of photosynthesis.
Photosynthesis occurs in chloroplasts in two stages: the Light Dependent Reaction
(or simply Light Reactions) and the Light Independent Reaction (commonly known as
Calvin cycle). In this module, our focus is on light reactions phase of photosynthesis. Light
dependent reactions, as the name implies, use light energy to make molecules needed for
the next stage (light independent reactions) of photosynthesis.
Before we discuss how electron flow through light reactions event, let us know the
concept of photosystems. Photosystems are multiprotein complexes found in the thylakoid
membrane. The processes involve in converting light energy to chemical energy takes
place here. Photosynthetic pigments that act as light-harvesting molecules, such as
chlorophyll a, chlorophyll b and carotenoids are organized into photosystems.
There are two types of photosystems in the light reactions, Photosystem II
(PSII) and Photosystem I (PSI). PSII comes first in the path of electron flow, but it is named
as second because it was recognized after PSI. The table below compares PS II and PS I.
Basis of Photosystems II Photosystems I
Comparison
Wavelength The PSII special pair absorbs best The PSI special pair absorbs
absorption at 680 nm best at 700 nm
Name of special P680 P700
pair
Primary Electron Pheophytin- an organic molecule Chlorophyll AO
Acceptor that resembles chlorophyll
Supply of Once an electron is lost, PSII Once an electron is lost, PSI
electrons reaction center gets electrons from reaction center is replenished by
water electrons that flow down an
electron transport chain from
PSII

Figure 2. Comparison of PSII and PSI

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Stage 1: Light Reactions
It is also termed as “Light-Dependent Reaction” and is the first stage of
photosynthesis. It utilizes sunlight to initiate electron transfer, thereby reducing NADP+ to
NADPH and splitting water to give off oxygen as by-product. It occurs in the thylakoids of
the chloroplast. We have two processes under this stage:
A. Linear Phosphorylation or Non-cyclic Phosphorylation- light is absorbed and
converted to chemical energy in the bonds of NADPH (Nicotinamide Adenine Dinucleotide
Phosphate) and ATP (Adenosine Triphosphate).
B. Cyclic phosphorylation- light is absorbed and converted to chemical energy in the
bonds of ATP only.

A. Linear/ Non-cyclic Phosphorylation

Electrons travel in a line from water through PSII and PSI to NADPH
(Photophosphorylation means light-driven synthesis of ATP). The following are the steps:
Step 1: When the P680 special pair of photosystem II consumes energy (photons
from sunlight), it enters an excited (high-energy) state. Excited P680 is a good electron
donor and can shift its excited electron to the primary electron acceptor, pheophytin. From
Pheophytin, the electron will be transferred on through the first leg of the
photosynthetic electron transport chain in a series of redox, or electron transfer, reactions.
Step 2: Once the special pair gives up its electron, it has a positive charge and
requires a new electron. This electron is provided through the splitting of water molecules, a
process carried out by a portion of PSII.
About 10 percent of the oxygen is utilized by mitochondria in the leaf to support
oxidative phosphorylation. The remainder escapes to the atmosphere where it is used by
aerobic organisms to aid in respiration.
Step 3: When an electron leaves PSII, it is transferred first to a small organic
molecule (plastoquinone, Pq), then to a cytochrome complex (Cyt), and lastly to a copper-
containing protein called plastocyanin (Pc).

Figure 3: Patterns of electron flow through light reaction events

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 Step 4: As the electron travels through this electron transport chain, it goes from a
higher to a lower energy level, releasing energy. Some of the energy is used to pump
protons (H+) from the stroma (outside of the thylakoid) into the thylakoid interior.
Step 5: After an electron has gone down the first leg of the electron transport chain, it
arrives at PSI, where it joins the chlorophyll a special pair called P700. Since electrons
have lost energy before their arrival at PSI, they must be re-energized through absorption
of another photon.
Step 6: Excited P700 is a good electron donor, and it gives its electron to chlorophyll
AO and then down to short electron transport chain. In this series of reactions, the electron
is first transmitted to a protein called ferredoxin (Fd), then to an enzyme called NADP+
reductase.
Step 7: NADP+ reductase moves electrons to the electron carrier NADP+ to make
NADPH. NADPH will travel to the Calvin cycle, where its electrons are used to create
sugars from carbon dioxide.
Step 8: The other ingredient required by the Calvin cycle is ATP, and this too is
administered by the light reactions. As we read above, H+ ions build inside the thylakoid
interior and make a concentration gradient. Protons "want" to diffuse back down the
gradient and into the stroma, and their only route of passage is through the enzyme ATP
synthase. ATP synthase harnesses the flow of protons to create ATP from ADP and
phosphate (Pi). This process of creating ATP using energy stored in a chemical gradient is
called chemiosmosis.

B. Cyclic Phosphorylation
Electrons break the pattern and loop back to the first part of the electron transport
chain, repeatedly cycling through PSI instead of ending up in NADPH. The electrons then
flow down the chain to PSI normally, driving proton pumping and the production of ATP.
The cyclic pathway does not make NADPH, since electrons are moved away from NADP+
reductase. After leaving PSI, cyclically flowing electrons travel back to the cytochrome
complex (Cyt) or plastoquinone (Pq) in the first leg of the electron transport chain.
Why does the cyclic pathway exist? In some cases, chloroplasts assume to switch
from linear to cyclic electron flow when the ratio of NADPH to NADP+ is too high (when too
little NADP+ is available to accept electrons);
Finally, cyclic electron flow may perform a photoprotective role, preventing excess
light from damaging photosystem proteins and promoting repair of light-induced damage;

Figure 4: Cyclic Phosphorylation

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 What’s More

INDEPENDENT ACTIVITY 1
Fill-in the missing word
Directions: Choose the appropriate term from the “Word bank” to complete the statements
below. Write your answer on a separate sheet.
1. ____________ are the organelles where photosynthesis takes
place.
Word Bank

2. The Stage I of photosynthesis is called the ____________. NADPH

Calvin cycle
3. The Stage II of photosynthesis is called the ____________. Electrons
Light Reactions
4. During the light reactions, ATP and ____________ are created. Chloroplasts
5. During the first stage of photosynthesis, two ____________ are Mitochondria
moved from molecule to molecule down the electron-transport
chain.

INDEPENDENT ASSESSMENT 1
What’s the name?
Directions: Supply the correct name to the given acronyms/ abbreviations. Write the correct
letter of your answer on the space provided.
____ 1. ATP: a.) Adenosine triphosphate, b.) Adenos Tryptophan, c.) Adenine Trilocsan
____ 2. Pq: a.) Plastocyanin, b.) Plastoquinin, c.) Plastoquinone
____ 3. Cyt: a.) Cytochrome Complex, b.) Cytochrome series, c.) Cyst Complex
____ 4. Pc: a.) Plastochrome, b.) Plastocyanin, c.) Placil
____ 5. Fd: a.) Ferrous d, b.) Fexofenadine, c.) Ferredoxin

INDEPENDENT ACTIVITY 2
Photosystems II or I?
Directions: Identify whether the statement is Photosystems (PS) II or I. Write PS II if it
pertains to Photosystems II and PSI if it is photosystems I on your answer sheet.
____ 1. Absorbs best at 680 nm
____ 2. Special pair is called P700
____ 3. The Primary electron acceptor is Chlorophyll Ao.
____ 4. Absorbs best at 700 nm
____ 5. Pheophytin is the primary electron acceptor.

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INDEPENDENT ASSESSMENT 2
Fact or Bluff?
Directions: Identify whether the given statement is FACT or BLUFF. Write FACT if it is
correct or true, if it is BLUFF correct the underlined word by writing the answer on a
separate sheet of paper.
___________ 1. Photons of sunlight can excite and energize electrons.
___________ 2. Earth’s oxygen originates from photosynthesis.
___________ 3. In photosynthesis, the Calvin cycle comes before the light reactions.
___________ 4. ATP and NADPH are the reactants of the light reactions.
___________ 5. Electron transport occurs in the thylakoid membranes.
___________6. Essentially, the oxygen that we breathe is a waste product of
photosynthesis.
___________ 7. Photosynthesis provides almost all of the energy used by living things on
Earth.
___________ 8. Linear/non-cyclic phosphorylation does not make NADPH, since electrons
are routed away from NADP+ reductase.
___________ 9. This process of creating ATP using energy stored in a chemical gradient is
called photosynthesis.
___________ 10. Cyclic electron flow may perform a photoprotective role, preventing
excess light from damaging photosystem proteins.

INDEPENDENT ACTIVITY 3
Arrange the sequence
Directions: Arrange the sequence of events in light reactions by writing numbers 1 (initial
event) to 5 (as the final event) on the space before each statement.
____ Electron leaves PSII, moved to a leg of organic molecules Pq, Cyt, and Pc. As it
happens, it releases energy (resulting to a lower energy level) and some energy is used to
pump protons (H+) from the stroma into the inner thylakoid.
____ Electron arrives at PSI joining special pair P700. Electrons have lower energy level
and must be excited by another photon.
____ Electron carrier NADP+ receives the electron from NADP+ reductase and create
NADPH (t it will then travel to the Calvin cycle).
____ Photosystem II special pair (P680) absorbs energy, gets excited and gives its electron
to pheophytin. New electron is provided to P680 as water molecule separates.
____ P700 (excited) sends its electron to chlorophyll Ao, then transferred Fd (a protein) and
then to NADP+ reductase (an enzyme).

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INDEPENDENT ASSESSMENT 3
Direct Response
Directions: The following questions pertain to the stage 1 of photosynthesis. Answer them
correctly by writing your brief and direct response on a separate sheet of paper.

1. Describe what happens during the light reactions in just one sentence.
________________________________________________________________________.

2. Why is water “split” during the light reactions?

________________________________________________________________________
________________________________________________________________________.

3. What is an electron transport chain? Describe its role during light reactions.
________________________________________________________________________
________________________________________________________________________.

4. How is ATP created during the light reactions?

________________________________________________________________________
________________________________________________________________________.

5. Why does the cyclic pathway exist?

________________________________________________________________________
________________________________________________________________________.

Rubric for scoring:

Criteria 3- Very Good 2- Good 1- Developing

Overall Answers the question Answers the question Does not answer
Response clearly, with explanations with some explanations the question;
or examples (3 or more) or evidences (1-2); has provides no
which are supported with incomplete or unclear evidence/ fact or
evidences; sentences sentences; detail; unable to
are complete with few comprehend
errors; sentences;

11
 What I Have Learned

After performing different activities, do you fully understand now the patterns of
electron flow through light reaction events? Write your understanding and realization below
by plotting your ideas. In addition, discuss the important role of plants in your life.

My Answer

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Rubric for scoring:

4- Exceeds 3- Meets 2- Partially meets 1- Minimally
standard standard standard meets standard
Criteria

Reflective It explains the It explains It attempts to It does not

thinking student’s own student’s demonstrate address the
thinking and thinking about thinking about student’s
learning, as well his/ her own learning but is thinking/
as implications for learning vague about the learning;
future learning. process. learning;
Making It shows multiple It shows It shows attempts It does not
connections connections connections to articulate show any
between the between connections connection to
learning learning between this other learning
experience and experience and learning and or
content from other content from content from other experiences.
lessons, past other lessons, lessons, and past
learnings, & life and past learning
experiences; learnings experiences, but it
experiences. is vague/ unclear.
Analysis Provides in-depth Provides It attempts to No attempt to
analysis of the analysis of the analyze the analyze the
learning learning learning learning
experience and experience and experience but the experience nor
the value of the its value to self value of the its value to
derived learning or others. learning to the oneself or
to self or others. student or others is others.
vague or unclear.

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 What Can I Do

My Concept Map
Directions: Make your own concept map of the photosynthesis light reaction stage. Be
creative with your presentation, you may draw an actual plant and then show the process.
Be sure to include in your illustration all the stages of light reaction event.

Light Reaction Event

Rubric for scoring:

4- Exceeds 3- Meets 2- Partially 1- Minimally

standard standard meets standard meets standard

Drawing/ Art The drawing is The drawing is The drawing Minimal

done done with vivid shows application of
(The hand)
beautifully; details. understanding skills and
exerts so much of techniques in techniques.
efforts and time a minimum The work is
into completion standard. unfinished.
of work;
Knowledge/ Demonstrates Demonstrates Demonstrates Demonstrates
Ideas comprehensive broad some little or no
knowledge and knowledge of knowledge of knowledge of
(The mind)
expressive many contexts. contexts.
ideas. contexts.

Assessment

Multiple Choice
Directions: Write the letter of the correct answer on a separate sheet of paper.
____ 1. The role of light reactions is to __:
a. obtain CO2 c. convert light energy into chemical energy
b. make carbohydrate. d. regenerate RuBP.

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____ 2. The following are electron transport chain of Photosystem II except for __.
a. Cytochrome complex c. P700
b. Plastoquinone d. Plastocyanin
____ 3. In cyclic phosphorylation (light reaction), it produces what chemical form of energy?
a. ATP and NADPH c. NADPH only
b. ATP only d. ATP, NADPH & glucose
____ 4. By the end of the light reactions, energy from sunlight __:
a. has been stored in chemical bonds of NADPH and ATP.
b. has been transferred to glucose.
c. has entered the Calvin cycle.
d. is ready for use in the cell.
____ 5. The final acceptor of electrons under the non-cyclic electron pathway is __.
a. ATP c. Photosystem I
b. NADP+ d. Photosystem II
____ 6. The following are steps in the process of Non-cyclic or linear phosphorylation.
Which does NOT belong?
a. In PS II, P680 absorbs energy and transfer its excited electron to pheophytin.
b. From pheophytin, electron travels next in organic molecule Pq, Cyt, and Pc.
c. Electrons are routed away from NADP+ reductase back to Cyt or Pq.
d. In PS I, electrons join P700, re-energized and passed to chlorophyll Ao then to Fd and
NADP+ reductase.
____ 7. The oxygen given off by photosynthesis originates from:
a. Water c. ATP synthase
b. Carbon Dioxide d. Glucose
____ 8. __ are organic molecules that selectively absorb light of specific wavelengths.
a. Choloroplasts c. Plant pigments
b. Cytochrome complex d. Plastoquinone
____ 9. Which is NOT true about Photosystems I?
a. Its primary electron acceptor is pheophytin.
b. Its special pair absorbs best at 700nm.
c. Special pair is called P700.
d. Primary electron acceptor is called chlorophyll Ao.
____ 10. Which of the following process includes the step wherein NADP+ reductase
transfers electrons to the electron carrier NADP+ to make NADPH.
a. Non-cyclic phosphorylation c. Calvin cycle
b. Cyclic phosphorylation d. Both b & c

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____ 11. How many percent of the oxygen is utilized by mitochondria in the leaf to support
oxidative phosphorylation?
a. 5 percent c. 10 percent
b. 7 percent d. 20 percent
____ 12. It pertains to electrons breaking the pattern and loop back to the first part of the
electron transport chain, repeatedly cycling through PSI instead of ending up in NADPH.
a. cyclic phosphorylation c. linear phosphorylation
b. non-cyclic phosphorylation d. calvin cycle
____ 13. It has a special pair that is called P680:
a. PSI c. chemiosmosis
b. PSII d. calvin cycle
____ 14. Which is not included in electron transport under PSI of non-cyclic
phosphorylation?
a. ferredoxin (Fd) c. both a and b
b. NADP+ reductase d. cyctochrome complex (Cyt)
____ 15. Which photosystems comes first in the path of electron flow?
a. PSI c. calvin cycle
b. PSII d. photosynthesis

Additional Activities

Directions: The following are student misconceptions about photosynthesis, an excerpt

from Wikibooks (2006). Correct these misconceptions by giving concise explanations.
Misconception 1: Plants get most of their food from the soil we used. This is the reason why
fertilizers are needed.
Correct explanation: ________________________________________________________
________________________________________________________________________.
Misconception 2: The simple conversion of carbon dioxide and water to carbohydrates and
oxygen is known as photosynthesis.
Correct explanation: ________________________________________________________
________________________________________________________________________.
Misconception 3: Photosynthesis occurs during the day, and during at night, plants respire.
Correct explanation: ________________________________________________________
________________________________________________________________________.

15
Love the plants and trees!
Read and reflect on the following scenarios and answer the questions based on what
you have learned from this module.
1. Jerry and his family, after several years decided to live in rural area (province) where
they are surrounded by many plants and trees. He also asked his wife to grow flowers and
make a garden in front of their house. Why do many people including Jerry in this story,
would like to live in places full of plants?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

2. You have witnessed the importance of sunlight in photosynthesis specifically in the stage
of Light reactions. What do you think will happen if the sun will not shine for 2 months?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________.

Rubric for scoring:

Criteria 3- Very Good 2- Good 1- Developing

Overall Answers the question Answers the question Does not answer
Response clearly, with explanations with some explanations the question;
or examples (3 or more) or evidences (1-2); has provides no
which are supported with incomplete or unclear evidence/ fact or
evidences; sentences sentences; detail; unable to
are complete with few comprehend
errors; sentences;

16
 References

Bascos, Neil Andrew B., Ma. Genaleen Q. Diaz, Ian Kendrich C. Fontanilla, Ma.
Carmina C. Manuel, Sharon Rose M. Tabugo, and Eugenio P. Quijano Jr.
Teaching Guide for Senior High School: General Biology 2. Quezon City,
Philippines: Commission on Higher Education, 2016.

Brainard, Jean., and Douglas Wilkin. CK-12 Biology Teacher’s Edition, CK-12
Foundation Flexbook next generation textbooks, 2014.

Khan Academy. “The Light-dependent Reactions”. June 17, 2020, https://

www.khanacademy.org/science/biology/photosynthesis-in-plants/the-light-
dependent-reactions-of-photosynthesis/a/light-dependent-reactions.

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