GEN.
BIOLOGY
Steps in Linear Electron
Flow
1. Photon hits the light-
harvesting complex in PSII
and excites the electrons
in chlorophyll a
2. Excited electron goes
into the primary electron
acceptor, Results in P680+
3. Water splits in oxygen -
2 electrons - 2 H+, H+ goes
into the lumen, Electrons
feed into P680+
4. Electrons go through the
electron transport chain,
Chain made up of Pq,
Cytochrome complex and Pc
5. Exergonic fall of
electrons to a lower energy
level gives enough energy
to make ATP, H+ creates a
gradient for ATP synthase
6. PSI P700 chlorophyll
electrons get excited and
get picked up by the
electron acceptor, P700+
can now accept the
electrons from the chain
7. P700 electrons passed
through a chain that does
not produce ATP, Chain made
of Fd
Steps in Linear Electron Flow
1. Light energy or photon is absorbed by a pigment molecule of the
lightharvesting complex of photosystem II and is passed on to other
pigment molecules nearby until the energy makes it to the reaction
center. In the reaction center, it is absorbed by the P680 pair of
chlorophyll a.
2. The electron in this pair of chlorophyll a is raised to an
excited state and is transferred to the primary electron acceptor.
P680 loses its electron and becomes positively charged (P680+).
3. The positively charged molecule attracts electrons from a water
molecule, resulting in the splitting up of H2O into two electrons,
two hydrogen ions (H+), and an oxygen atom with the provision of
light energy a process called photolysis. The oxygen atom
immediately combines with another oxygen atom to form an oxygen
molecule (O2) which is then released outside the leaf through the
stomata.
4. The excited electrons are then passed on from the primary
electron acceptor to the electron carrier molecules plastoquinone
(Pq), cytochrome complex, and plastocyanin (Pc) through the
electron transport chain (ETC) until they reach photosystem I.
5. At each transfer, the electrons release small amounts of energy.
This energy is used to pump hydrogen ions across the membrane. The
splitting up of water molecules results in an uneven distribution
of hydrogen ions in the stroma and the lumen. The H+ ions try to
equalize their distribution by moving from the lumen to the stroma
through the aid of a membrane protein called ATP synthase. This is
referred to as chemiosmosis. The movement of hydrogen ions through
the ATP synthase channel triggers the synthesis of ATP from ADP.
The ATP contains high-energy phosphate bonds.
6. Meanwhile, the photon is also absorbed, and energy is passed on
from one pigment molecule to another until the energy reaches the
reaction center complex of photosystem I. The energy excites the
electron present in the pair of P700 chlorophyll a located here.
The excited electron is then transferred to a primary electron
acceptor, making the P700 positively charged and now seeking
electrons to fill up the missing ones. This is filled up by the
electrons from photosystem II that are passed on through the
electron transport chain.
7. The photo-excited electron from the primary electron acceptor of
photosystem I enters another electron transfer chain, passing the
electron to an iron-containing protein called ferredoxin (Fd).
8. An enzyme, the NADP+ reductase, then transfers the electron to
NADP+ and stabilizes it by adding a proton (H+) to form NADPH.
NADPH is then released to the stroma and becomes part of the Calvin
Cycle.
8. Electrons go from Fd to
NADP+ to create NADPH,
Removes H+ from stroma
https://quizlet.com/259502206/cyclic-electron-flow-diagram/
Cyclic Electron Flow
1. Electron is given off to Cytochrome
Complex
2. ATP given off as electron travels
down system
3. Excited electron is given to P700
to be excited and jump to a higher
energy state
4. Excited electron is collected and
given off to Fd
5. Fd returns the electron to the
cytochrome complex to continue the
cycle
Reasons
Cyclic Electron Flow allows ATP to be
replenished from its use in the Calvin
Cycle. After ATP is restored, linear
electron flow will return. Bacterial
groups with only Photosystem I are
Steps in Cyclic Electron Flow
In certain cases, photoexcited electrons can take
an alternative path called cyclic electron flow, which
uses photosystem I (PS I) but not photosystem II (PS II).
As shown in drawing, cyclic flow is a short circuit: The
electrons in PS I cycle back from ferredoxin (Fd) to the
cytochrome complex, and from there continue to P700
chlorophyll in the PS I reaction-center complex. There is
no production of NADPH and no release of oxygen that
results from this process. On the other hand, the cyclic
flow does generate ATP. Rather than having both PSII and
PSI, several of the currently existing groups of
photosynthetic bacteria are known to have a single
photosystem related to either PSII or PSI. The purple
(Chromatium sp.) and green sulfur (ex.Chlorobium tepidum)
bacteria are among the species that use cyclic electron
flow to generate ATP during the process of
photosynthesis. Evolutionary biologists hypothesize that
these bacterial groups are descendants of ancestral
bacteria in which photosynthesis first evolved.
Cyclic electron flow can also occur in
photosynthetic species that possess both photosystems;
this includes some prokaryotes, such as cyanobacteria as
well as the eukaryotic photosynthetic species brown and
green algae that have been tested. Although the process
is probably part of an “evolutionary leftover” (remains
of ancestral characteristics) research suggests it plays
at least one beneficial role for these organisms. Mutant
plants that are not able to carry out cyclic electron
flow can grow well in low light, but do not grow well
where light is intense. This supports the idea that
cyclic electron flow is an adaptation for some species
and photoprotective (protects the plant from intense
sunlight) function.
postulated to be the descendants of
the bacteria in which photosynthesis
first evolved. Cyclic electron flow
may be an "evolutionary leftover," but
it also is perhaps photoprotective.

FATHER'S SIDE MOTHER'S SIDE

NANAY JOVITA OBONA CABUBAS LOLA VIVIANA "BOBBY" ATILLO CORDOVA

TATAY JESUS UY CABUBAS LOLO GOMERSENDO LA LUNA CORDOVA
1. JERRY O. CABUBAS (GRACE C. CABUBAS) 1. GRACE C. CABUBAS
-JERRA C. CABUBAS CANILLO (JUANCHO C. CANILLO) -JERRA C. CABUBAS-CANILLO (JUANCHO
-JERRIL GRACE C. CABUBAS GABRIEL C. CANILLO)
-JERRICA C. CABUBAS -JERRIL GRACE C. CABUBAS
-JAMELA C. CABUBAS -JERRICA C. CABUBAS
-JAMELA C. CABUBAS
2. JOSEPHINE O. CABUBAS
3. JAIME O. CABUBAS (JULIET S. CABUBAS) 2. MARILOU TUBURAN
-JAMES MARK CABUBAS (ELAIJAH PHOEBE CABUBAS) -MARK TUBURAN
-JAMES JOVAN CABUBAS -STEVEN JOHN TUBURAN
-FRAECHIE MAE TUBURAN
4. JASON O. CABUBAS (VILMA NABLO CABUBAS)
-JESSIE "EBOY" N. CABUBAS
-JULLIANE N. CABUBAS
-JAZELLE N. CABUBAS
-JOVELLE N. CABUBAS
-JANNA N. CABUBAS

5. JANET O. CABUBAS
6. JELANE O. CABUBAS
-GLEZA CABUBAS

7. JIZZA O. CABUBAS
8. JENNY O. CABUBAS
9. JISEN O. CABUBAS
10. JOHNMAR O. CABUBAS

What is the importance of light dependent

reactions on plants, animals and ecosystem?
The overall purpose of the light-dependent
reactions is to convert light energy into
chemical energy. This chemical energy will be
used by the Calvin cycle to fuel the assembly
of sugar molecules. The light-dependent
reactions begin in a grouping of pigment
molecules and proteins called a photosystem.
 PERSONAL DEVELOPMENT M3 Q2

A 1. TRUE- 1. C
2. FALSE- 2. A
3. FALSE (REFERENT POWER) 3. A
4. TRUE 4. C
5. FALSE- 5. B
B 6. C 6. C
7. B 7. C
8. A 8. A
9. A 9. A
10.C 10. C
11. C
12. B
13. D
14. A
15. C
16.CORRECT-
17.FALSE-
18.FALSE
19.TRUE
20.FALSE-

PERSONAL DEVELOPMENT M4 Q2

1. TRUE 1. C
2. TRUE 2. B-
3. TRUE 3. D
4. TRUE 4. C-
5. -TRUE 5. C
6. FALSE (FATHER) 6. C
7. FALSE (FAMILY) 7. A
8. -FALSE (Influence only comes from one 8. D-
parent and may differ accordingly.) 9. C
9. TRUE 10. B
10. FALSE (PERMISSIVE/INDULGING PARENT) 11. A
11. TRUE 12. D
12. FALSE (40-50%) 13. A-
13. -TRUE 14. B
14. FALSE 15. C
15. TRUE

PERSONAL DEVELOPMENT M5 Q2

1. C 1. B
2. B 2. A
3. A 3. C
4. B- 4. D
5. C 5. A
6. D 6. C
7. B 7. B
8. C- 8. A
9. A- 9. B
10. D- 10. C
11. D
12. B
13. C-
14. A-
15. D

Filipino sa Piling Larang (Akademik) Ikalawang Markahan Modyul 3 Akademikong Pagsulat

Pagsulat ng Memorandum

ISAGAWA

Panuto: Suriin ang halimbawang memorandum sa ibaba at tukuyin ang mga bahagi nito.
Isulat ang iyong kasagutan sa hiwalay na papel.

1. Letterhead

2. Para sa/kay/kina

3. Mula Kay

4. Petsa

5. Paksa

6. Mensahe

7. Paksa/Sitwasyon o Unang talata ng Memo

8. Sitwasyon

9. Solusyon
Filipino sa Piling Larang (Akademik) Ikalawang Markahan Modyul 3 Akademikong Pagsulat
Pagsulat ng Memorandum

PAGYAMANIN/KARAGDAGANG GAWAIN

Panuto: Bumuo ng isang memorandum batay sa sitwasyon sa ibaba. Isaalang-alang sa

pagsulat ang mga bahagi ng isang memorandum. Isulat ang iyong kasagutan sa hiwalay na
papel.

Ikaw ay nahalal na SK Chairman sa inyong barangay at nais mong magpatawag ng

pagpupulong sa iyong mga kapwa opisyal ng SK sa ika – 24 ng Oktubre 2020 upang pag –
usapan ang mga proyektong nais mong ipatupad sa inyong barangay.

Bacayan Villa Leyson

Region 7

Cebu City

Ika 24 ng Oktubre 2020

Memorandum Pangkalusugan

Blg. 1, s. 2020

Para sa/kay: Mga Kabataan ng Brgy. Bacayan

 Mga opisyal ng SK

Mga Tagapangasiwa ng Dibisyon ng Mga Paaralan

Public Elementary at Secondary School Heads

Mula sa/kay: Jerrica Cabubas

Petsa: Oktubre 19, 2020

Paksa: Pagpapatawag ng meeting para sa paglalago ng Feeding Program para sa

mga bata habang may COVID-19

Magandang araw! bilang isang SK Chairman sa barangay na ito. Ibinabahagi ko sa aking

mga opisyal ng SK na tayo po ay magkakaroon ng pagpupulong bukas Oktubre 20, 2020 alas
10:00 ng umaga para sa paglalago ng panukulang proyekto na Feeding Program para sa mga
bata habang may COVID-19 pa. Ito ay gaganapin sa Oktubre 24, 2020 sa ganap ng 8:00 ng
umaga. Tayo po ay matutulog sa lugar na ating mapapagkasunduan upang manumbalik po
ating pagkakaisa at mabuo ulit ang ating samahan.

Ito ang mga kinakailangan nating tatalakayan at gagawin upang;

-Mananatili itong pangako na magbigay ng mabuting nutrisyon sa mga mag-aaral sa gitna

ng pandemya ng COVID-19.

-Dahil dito, ipagpapatuloy nito ang pagpapatupad ng School-Based Feeding Program

(SBFP) para sa mga kabataan upang tugunan ang gutom at hikayatin ang mga mag-aaral na
magpatala, mag-ambag sa pagpapabuti ng kanilang katayuan sa nutrisyon, magbigay ng
nutrisyon para sa kanilang paglaki, at pag-unlad at tumulong na palakasin ang kanilang
immune system, at pahusayin at pahusayin ang kanilang mga halaga sa kalusugan at
nutrisyon.

-Bilang pagsasaalang-alang sa mga pagbabagong dulot ng pandemya kung paano ihahatid

ang pag-aaral, ang pagpapatupad ng SBFP ay dapat baguhin, na nagbibigay ng lubos na
kahalagahan sa kapakanan, kaligtasan, at kalusugan ng mga mag-aaral at tauhan na
kasangkot , habang tinitiyak din ang pagkamit ng mga layunin ng programa.

-Ang programa ay dapat magkaloob sa mga benepisyaryo ng masustansyang mga produktong

pagkain—sa pamamagitan ng pagrarasyon—para sa hindi bababa sa 60 araw ng pagpapakain,
at sariwang o isterilisadong gatas para sa 50 araw ng pagpapakain.

-At iba pang mga suhestiyon para sa ikatatagumpay ng proyektong ito.

Hiniling at inaasahan ko po ang inyong pagtugon sa pagsunod at pagsuport sa proyektong

ito.

Maraming salamat po!

JERRICA C. CABUBAS

Ang SK Chairman