Biology 4Th Edition Brooker Test Bank Full Chapter PDF

Biology 4th Edition Brooker Test Bank
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Chapter 08 - Photosynthesis
Chapter 08
Photosynthesis
Multiple Choice Questions
1.
The ultimate source of energy for photosynthetic reactions in a plant is ____.
A. plants.
B. glucose.
C. glycogen.
D. the sun.
E. catabolism.
Blooms Level: 1. Remember

Gradable: automatic
LO: 08.01.02 Outline how photosynthesis powers the biosphere.
Section: 08.01
2. The organisms that most specifically utilize light energy to make organic molecules from
inorganic molecules are
A. photohemitrophs.
B. heterotrophs.
C. photoisotrophs.
D. photoautotrophs.
E. photoheterotrophs.

Gradable: automatic
Section: 08.01
8-1
Copyright © 2017 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
3. ________ consume organic molecules to live.

A. Autotrophs
B. Plants
C. Heterotrophs
D. Hemitrophs
E. Photoautotrophs

Gradable: automatic
Section: 08.01
8-2
4. In the reaction, 6CO2 + 6H2O →C6H12O6 + 6O2, which side should energy be placed on?
A. The left side, this is an exergonic reaction.
B. The right side, this is an endergonic reaction.
C. Neither side, the reaction is in equilibrium.
D. The left side, this is an endergonic reaction.
E. The right side, this is an exergonic reaction.
8-3
Clarify Question
• What is the key concept addressed by the question?

o The question asks about the production of glucose in photosynthesis.
• What type of thinking is required?
o You are being asked to apply your knowledge about the production of glucose in
photosynthesis.
Gather Content
• What do you know about the production of glucose in photosynthesis? What other
information is related to the question?
o Exergonic reactions release energy and tend to involve oxidizing or breaking a molecule
down.
o Endergonic reactions absorb energy and tend to involve reducing or building up a new
molecule.
Choose Answer
• Given what you now know, what information is most likely to produce the correct answer?
o In this reaction carbon dioxide is being reduced, forming the molecule glucose. This is
an endergonic reaction used to store energy in glucose for later use by a plant.
Reflect on Process
• Did your problem-solving process lead you to the correct answer? If not, where did the
process break down or lead you astray? How can you revise your approach to produce a
more desirable result?
o This question asked you to apply your knowledge about the production of glucose in
photosynthesis. If you got the correct answer, great job! If you got an incorrect answer, where
did the process break down? Did you think that the reaction would release energy and be
exergonic? Did you think that exergonic reactions absorbed energy?
Blooms Level: 3. Apply

Gradable: automatic
LO: 08.01.01 Write the general equations that represent the process of photosynthesis.
Section: 08.01
8-4
5. The equation, 6CO2 + 6H2O →C6H12O6 + 6O2, describes which of the following
processes?
A. light reaction
B. nitrogen fixation
C. photosynthesis
D. Calvin cycle
E. aerobic respiration

Gradable: automatic
Section: 08.01
6. In which organelle of the plant does photosynthesis takes place?

A. grana
B. mesophyll
C. mitochondria
D. thylakoid membrane
E. chloroplast

Gradable: automatic
LO: 08.01.03 Describe the general structure of chloroplasts.
Section: 08.01
7. The main structure for gas exchange in plants is called the

A. root.
B. epidermis.
C. stomata.
D. mesophyll.
E. chloroplast.

Gradable: automatic
LO: 08.01.03 Describe the general structure of chloroplasts.
Section: 08.01
8-5
8. A new flower species has a unique photosynthetic pigment. The leaves of this plant appear
to be blue-green. What wavelengths of visible light does this pigment reflect?
A. green, red, and violet
B. green and blue
C. red, yellow, and green
D. blue and violet
E. red and yellow
8-6
Clarify Question

o The question asks about the properties of light that give an object a color.
o You are being asked to apply your knowledge about the properties of light that give an
object a color.
Gather Content
• What do you know about the properties of light that give an object a color?What other
o If an object absorbs light, then it gains that energy either as heat, or to run reactions like
photosynthesis. Because that light is absorbed, it will not be visible to someone looking at the
object. In contrast, if light is reflected by an object, then it will be visible to someone looking
at the object. If the plant appears blue-green, then it would be reflecting blue and green light.
Choose Answer
o If the plant appears blue-green, then it would be reflecting blue and green light. These
wavelengths of light can then strike your eye, giving the plant a blue-green color.
Reflect on Process
o This question asked you to apply your knowledge about the properties of light that give
an object a color. If you got the correct answer, great job! If you got an incorrect answer,
where did the process break down? Did you think that the plant would absorb wavelengths of
light that give it its color? Did you think that reflected light no longer had the same
wavelength as when it struck the plant?
8-7

Gradable: automatic
LO: 08.02.02 Describe how pigments absorb light energy and the types of pigments found in plants and green algae.
Section: 08.02
8-8
9. If you wanted to install lights to grow plants indoors, the type of light would you want to
use is
A. gamma rays, because it has high energy wavelengths.
B. visible light, because it has low energy wavelengths.
C. microwaves, because it has low energy wavelengths.
D. infrared, because it has high energy wavelengths.
E. ultraviolet, because it has high energy wavelengths.
8-9
Clarify Question

o The question asks about the types of light used by plants.
o You are being asked to apply your knowledge about the types of light used by plants.
Gather Content
• What do you know about the types of light used by plants?What other information is related
to the question?
o High energy wavelengths of light can cause damage to cells when they strike the tissue.
Gamma rays, X-rays, and UV light all have shorter wavelengths than visible light and thus
higher energy. Infrared, microwaves and radio waves all have shorter wavelengths than
visible light and thus lower energy.
Choose Answer
o Visible light is used by plants because it has lower energy and will not damage the plant
tissues. Gamma and UV light is high energy and will damage the plant. Infrared and
microwaves are lower energy and will not provide enough energy to produce photosynthesis.
Reflect on Process
o This question asked you to apply your knowledge about the types of light used by
plants. If you got the correct answer, great job! If you got an incorrect answer, where did the
process break down? Did you think that the higher energy gamma rays and UV light would
not damage the plant cells? Did you think that infrared light was high energy?

Gradable: automatic
LO: 08.02.01 Define the general properties of light.
Section: 08.02
8-10
10. A green plant is first grown in blue light and then in green light. The likely outcome for
photosynthesis in both phases is
A. Decreased plant growth in blue light and no plant growth in green light.
B. No plant growth in blue light and increased plant growth in green light.
C. Increased plant growth in blue light and no plant growth in green light.
D. No plant growth in blue light and decreased plant growth in green light.
8-11
Clarify Question

o The question asks about the wavelengths of light used by a plant.
o You are being asked to apply your knowledge about the wavelengths of light used by a
plant.
Gather Content
• What do you know about the wavelengths of light used by a plant?What other information
is related to the question?
o Green plants reflects light in the green wavelength and thus appear green to your eye.
Blue wavelengths of light are absorbed by chlorophyll in the plant, providing energy for
photosynthesis.
Choose Answer
o In the blue light the plant will absorb energy and photosynthesis will occur. In the green
light, the light will be reflected and not used to perform photosynthesis. The more
photosynthesis that occurs, the more glucose formed, and the more growth of the plant.
Reflect on Process
o This question asked you to apply your knowledge about the wavelengths of light used
by a plant. If you got the correct answer, great job! If you got an incorrect answer, where did
the process break down? Did you think that a plant would absorb green light? Did you think
that the plant could not use blue light to grow?

Gradable: automatic
Section: 08.02
8-12
11. The pigment responsible for the red-yellow coloration seen in leaves during the color
change in autumn is
A. carotenoid.
B. phytol.
C. chlorophyll b.
D. porphyrin.
E. chlorophyll a.

Gradable: automatic
Section: 08.02
12. NADPH is produced by

A. light reactions alone.
B. neither the light reactions nor the Calvin cycle.
C. the Calvin cycle alone.
D. both light reactions and the Calvin cycle.
E. NADPH production is not a part of photosynthesis.

Gradable: automatic
LO: 08.02.03 Outline the steps in which photosystem II and I capture light energy and produce O2, ATP, and NADPH.
Section: 08.02
13.
The enzyme that directly converts NADP+ to NADPH is
A. ferredoxin.
B. NADP reductase.
C. plastocyanin.
D. RUBISCO.
E. cytochrome complex.

Gradable: automatic
Section: 08.02
8-13
14.
A comparison of mitochondria and chloroplasts shows that
A. they have very different electron transport protein complexes.

B. only mitochondria contain ATP synthase.
C. both use an increase in pH in their inner-membrane space to produce ATP.
D.
both generate ATP via an H+ electrochemical gradient.
E. both use oxygen as a final electron acceptor.
Blooms Level: 2. Understand

Gradable: automatic
Section: 08.02
8-14
15. What would happen to a plant that is treated with a chemical that prevents electrons from
moving through the electron transport chain?
A. It could no longer produce CO2.
B. Water would be broken down to form oxygen at a higher rate to compensate.
C. It could not generate an electrochemical H+ gradient across a membrane.
D. It could not produce NADP+.
E. More electrons would be available for the light harvesting array.
8-15
Clarify Question

o The question asks about the role of the electron transport chain in photosynthesis.
o You are being asked to apply your knowledge about the role of the electron transport
chain in photosynthesis.
Gather Content
• What do you know about the role of the electron transport chain in photosynthesis? What
other information is related to the question?
o Electrons are donated to the electron transport chain when water is broken down to form
oxygen. These electrons then move through the chain pumping H+ ions across the membrane
creating an electrochemical gradient. Finally, the electrons are donated to NADP+.
Choose Answer
o If the electrons cannot move through the electron transport chain, the electrochemical
H gradient will not be created. Production of NADP+ will not be blocked, and less water
+
would be broken down into oxygen. CO2 is not produced in photosynthesis, it is consumed.
Reflect on Process
o This question asked you to apply the knowledge about the role of the electron transport
chain in photosynthesis. If you got the correct answer, great job! If you got an incorrect
answer, where did the process break down? Did you think that NADP+ was produced in
photosynthesis? Did you think the breakdown of water would increase?

Gradable: automatic
Section: 08.02
8-16
16. Which of the following represents a reactant in the light reaction of photosynthesis?
A. H2O
B. carbon dioxide
C. ATP
D. NADPH
E. oxygen

Gradable: automatic
Section: 08.02
17. What is the main role of the pigment molecules within the antenna or light-harvesting
complex?
A. Absorb photons and transfer light energy to the reaction center chlorophyll.
B. Oxidize water and release oxygen to the reaction center chlorophyll.
C. Synthesize NADPH.
D. Increase H+ concentration in the stroma.
E. Pass electrons to the electron transport chain and then to NADPH.

Gradable: automatic
LO: 08.03.01 Describe how the light-harvesting complex absorbs light energy and how it is transferred via resonance energy transfer.
Section: 08.03
18. The process that forms the electrochemical gradient during photosynthesis is the
A. pumping of H+ into the thylakoid lumen.
B. hydrolysis of ATP.
C. movement of water by osmosis.
D. production of water from oxygen in the thylakoid lumen.
E. production of H+ in the stroma during NADPH production.

Gradable: automatic
LO: 08.03.02 Diagram the path of electron flow through photosystem II.
Section: 08.03
8-17
19. Mutations that inhibit the function of photosystem I but not photosystem II would result
in a plant cell that could still generate ______.
A. produce O2, ATP, and NADP+
B. produce ATP and NADP+
C. produce O2, ATP, and NADPH
D. produce ATP and NADPH
E. produce CO2 and ATP
8-18
Clarify Question

o The question asks about the products of photosystems I and II.
o You are being asked to analyze what would happen if photosystem I was inhibited.
Gather Content
• What do you know about the products of photosystems I and II? What other information is
related to the question?
o Photosystem II absorbs light and uses the light to split water into oxygen and hydrogen
ions, releasing its electrons to move through the electron transport chain. The electron
transport chain is used to create an electrochemical gradient for ATP synthesis. The electrons
then move to photosystem I where they are donated to NADP+ to form NADPH.
Choose Answer
o If photosystem I is blocked, but photosystem II is still functioning, oxygen and ATP
would still be produced. Because photosystem I is needed to convert NADP+ into NADPH,
without photosystem I NADP+ would increase in the cell and NADPH would not form.
Reflect on Process
o This question asked you to analyze what would happen if photosystem I was inhibited.
If you got the correct answer, great job! If you got an incorrect answer, where did the process
break down? Did you think that photosystem II produces NADPH? Did you think that water
was split into oxygen in photosystem II?
Blooms Level: 4. Analyze

Gradable: automatic
Section: 08.02
8-19
20. Which portion of the photosynthetic apparatus absorbs light?

A. photosystem II
B. NADP reductase
C. both photosystem I and photosystem II
D. photosystem I
E. both photosystem I and NADP reductase

Gradable: automatic
Section: 08.02
8-20
21. How might a plant cope with the fact that the Calvin cycle uses more ATP than NADPH,
yet produces roughly the same amount of both energy intermediates in photosystems I and II?
A. Increase the electrochemical gradient for H+ across the thylakoid membrane, producing
more ATP but not NADPH.
B. Electron flow rate can be increased, increasing both ATP and NADPH production.
C. Plants often increase the amount of NADP reductase, thereby increasing NADPH
production to match ATP output.
D. More pigment can be rapidly created for greater photosynthetic capacity, producing equal
amounts of ATP and NADPH.
E. Photosynthesis can revert from a noncyclic to cyclic electron flow, producing more ATP
than NADPH.
8-21
Clarify Question

o The question asks about producing more ATP than NADPH in photosynthesis.
o You are being asked to apply your knowledge about producing more ATP than NADPH
in photosynthesis.
Gather Content
• What do you know about producing more ATP than NADPH in photosynthesis? What other
o In noncyclic electron flow, photosystem II absorbs light and splits water into oxygen
and hydrogen ions, releasing its electrons to move through the electron transport chain. The
electron transport chain is used to create an electrochemical gradient for ATP synthesis. The
electrons then move to photosystem I where they are donated to NADP+ to form NADPH. In
cyclic electron flow, the electrons cycle through photosystem II without moving to
photosystem I. This produces more ATP without producing NADPH.
Choose Answer
o Answers that produce equal amounts of ATP and NADPH will not solve the problem,
more ATP is needed than NADPH. To do this, more electrons need to go through
photosystem II, which produces ATP, than photosystem I, which produces NADPH. The
correct answer is that cyclic electron flow through photosystem II will produce ATP without
sending the electrons through photosystem I.
Reflect on Process
o This question asked you to apply your knowledge about producing more ATP than
NADPH in photosynthesis. If you got the correct answer, great job! If you got an incorrect
answer, where did the process break down? Did you think that making equal amounts of ATP
and NADPH would solve the problem? Did you think that increasing NADPH would solve
the problem?
8-22

Gradable: automatic
LO: 08.02.04 Explain the process of cyclic photophosphorylation in which only ATP is made.
Section: 08.02
22. Where does the Calvin cycle occur?

A. thylakoid lumen
B. thylakoid membrane
C. chloroplast outer membrane
D. chloroplast stroma
E. chloroplast inner membrane

Gradable: automatic
LO: 08.04.01 Outline the three phases of the Calvin cycle.
Section: 08.04
23. Both ATP and NADPH are required for

A. the Calvin cycle only.
B. the light reaction only.
C. electron transport through the thylakoid membrane.
D. both the light reaction and Calvin cycle.
E. neither the light reaction nor the Calvin cycle.

Gradable: automatic
Section: 08.04
8-23
24. Using 14CO2 as a radioactive tracer, which molecule would be the last to incorporate 14C
within the Calvin cycle?
A. 3-phosphoglycerate (3PG)
B. rubisco
C. ribulose biphosphate (RuBP)
D. 1,3-biphosphoglycerate (1,3-BPG)
E. glyceraldehyde-3-phosphate (G3P)
8-24
Clarify Question

o The question asks about the order of molecules in the Calvin cycle.
o You are being asked to analyze where radioactive carbon would appear last in the
Calvin cycle.
Gather Content
• What do you know about the order of molecules in the Calvin cycle? What other
o In the Calvin cycle, the enzyme rubisco fixes a molecule of carbon dioxide to ribulose
bisphosphate, which breaks into two molecules of 3-phosphoglycerate. A series of reactions
then form 1,3 bisphosphoglycerate, glyceraldehyde 3-phosphate, as well as generate more
ribulose bisphosphate to enter the cycle again.
Choose Answer
o If a 14C radioactive carbon atom was present on carbon dioxide and reacted with a
ribulose bisphosphate, the first molecules to be radioactive would be 3-phosphoglycerate,
followed by 1,3 bisphosphoglycerate, glyceraldehyde 3-phosphate, and finally ribulose
bisphosphate. Rubisco is an enzyme and would not become labeled.
Reflect on Process
o This question asked you to analyze where radioactive carbon would appear last in the
Calvin cycle. If you got the correct answer, great job! If you got an incorrect answer, where
did the process break down? Did you think that the carbon binding to ribulose bisphosphate
would make it radioactive first? Did you forget that rubisco was an enzyme?
8-25

Gradable: automatic
LO: 08.04.02 Explain how Calvin and Benson identified the components of the Calvin cycle.
Section: 08.04
Check All That Apply Questions
25. Molecules that are required for the Calvin cycle include: Check all that apply.
_____ H2O.
__X__ CO2.
__X__ NADPH.
__X__ rubisco.
__X__ ATP.

Gradable: automatic
Section: 08.04
26. Products of the Calvin cycle include: Check all that apply.
__X__ NADP+
__X__ Pi
__X__ ADP
__X__ glyceraldehyde-3-phosphate (G3P)
_____ NADPH

Gradable: automatic
Section: 08.04
8-26
27. Photorespiration
A. uses a 3-carbon sugar precursor to produce oxygen.
B. tends to occur under dry and hot conditions.
C. uses the enzyme PEP carboxylase rather than rubisco to produce 3-phosphoglycerate.
D. occurs in C4 plants.
E. requires CO2.

Gradable: automatic
LO: 08.05.01 Explain the concept of photorespiration.
Section: 08.05
28. Succulent plants such as cacti or pineapple

A. tend to undergo substantial rates of photorespiration.
B. are highly efficient at photosynthesis in cooler and wet environments.
C. produce 4-carbon malate in the first step of carbon fixation.
D. continually produce sugar, both day and night under hot, arid conditions.
E. are C3 plants.

Gradable: automatic
LO: 08.05.02 Describe how C4 and CAM plants avoid photorespiration and conserve water.
Section: 08.05
29. CAM (crassulacean acid metabolism) plants such as cacti differ from standard C4 plants
such as corn in which of the following ways?
A. CAM plants minimize photorespiration whereas C4 plants do not.
B. CAM plants are limited to producing CO2 for the Calvin cycle during the day, while C4
plants produce CO2 for the Calvin cycle both during the day and at night.
C. CAM plants are more efficient at producing sugar than C4 plants regardless of
environmental conditions.
D. CAM plants produce a 4-carbon molecule in the first step of carbon fixation, but C4 plants
do not.
E. CAM plants use both mesophyll and bundle sheath leaf cells for photosynthesis whereas
C4 plants do not.

Gradable: automatic
Section: 08.05
8-27
30.
The primary advantage C4 plants have over C3 plants is that
A. C4 plants can produce CO2 needed for sugar production in the Calvin cycle more
efficiently than C3 plants.
B. C4 plants minimize photorespiration compared with C3 plants.
C. C4 plants can produce sugars more efficiently than C3 plants under cool, wet conditions.
D.
Relative to C3 plants, C4 plants can keep their stomata open more frequently to limit water evaporation.

Gradable: automatic
Section: 08.05
True / False Questions
31. The rate of photosynthesis is much greater in green light than red light.
FALSE

Gradable: automatic
Section: 08.02
32. Photons from light can boost an electron to a higher energy state.
TRUE

Gradable: automatic
LO: 08.02.01 Define the general properties of light.
Section: 08.02
8-28
33. Harnessing light and splitting water occurs in both photosystem I and II.
FALSE

Gradable: automatic
Section: 08.02
34. The Calvin cycle is only capable of fixing carbon dioxide in the dark.
FALSE

Gradable: automatic
Section: 08.04
35. In hot and arid environments, plants that maximize photorespiration produce the most
sugars.
FALSE

Gradable: automatic
LO: 08.05.01 Explain the concept of photorespiration.
Section: 08.05
8-29
36. If a C3 plant that normally closes its stomata during hot, dry conditions were triggered to
open them instead, the most likely outcome would be that
A. CO2 enters the leaf, decreasing the rate of photosynthesis.
B. More chlorophyll is made, increasing the rate of photosynthesis.
C. Glucose leaves the leaf, increasing the rate of photosynthesis.
D. O2 enters the leaf, increasing the rate of photosynthesis.
E. Water leaves the leaf, decreasing the rate of photosynthesis.
8-30
Clarify Question

o The question asks about the function of stomata and their role in photosynthesis.
o You are being asked to evaluate statements about the function of stomata and their role
in photosynthesis.
Gather Content
• What do you know about the function of stomata and their role in photosynthesis? What
other information is related to the question?
o Stomata are cells that open and close in response to available water. When it is dry they
close, preventing water loss. When it is cooler and wetter, they open allowing gas exchange,
oxygen can leave the leaf and carbon dioxide and enter the leaf.
Photosystem II gains electrons from water when excited by light. The excited electrons are
used to create a gradient for the production of ATP and NADPH for photosynthesis.
Choose Answer
o If stomata cannot close in dry conditions, then water will be lost by the plant. This loss
of water will lead to a decrease in the rate of photosynthesis because water is a substrate for
photosynthesis.
Reflect on Process
o This question asked you to evaluate statements about the function of stomata and their
role in photosynthesis. If you got the correct answer, great job! If you got an incorrect answer,
where did the process break down? Did you think that glucose would move through the
stomata? Did you think that the stomata regulated chlorophyll production?
8-31

Gradable: automatic
Section: 08.01
8-32
37. In the reaction, 6CO2 + 6H2O →C6H12O6 + 6O2, carbon dioxide is being ____.
A. condensed
B. reduced
C. oxidized
D. phosphorylated
E. hydrolyzed
8-33
Clarify Question

o The question asks about the type of reaction used to make glucose from carbon dioxide.
o You are being asked to apply your knowledge about the type of reaction used to make
glucose from carbon dioxide.
Gather Content
• What do you know about the type of reaction used to make glucose from carbon
dioxide?What other information is related to the question?
o A condensation reaction is used to join two monomers together, forming a polymer and
releasing water. A hydrolysis reaction uses water to break a polymer into monomers. An
oxidation reaction releases energy from a molecule as it is metabolized by pulling electrons
away from the molecule. A reduction is used to create molecules by adding electrons and
creating bonds.
Choose Answer
o Carbon dioxide is being reduced as the C-C and C-H bonds in glucose are formed. No
monomers are converted into polymers or vice versa.
Reflect on Process
o This question asked you to apply your knowledge about the type of reaction used to
make glucose from carbon dioxide. If you got the correct answer, great job! If you got an
incorrect answer, where did the process break down? Did you think that the production of
glucose was a condensation or hydrolysis reaction? Did you think that the formation of
glucose was an oxidation?
8-34

Gradable: automatic
Section: 08.04
38.
The purpose of the light reactions is to produce ____.
rev: 04_06_2015_QC_CS-12091
A. NADPH and ATP

B. oxygen and glucose
C. ATP and oxygen
D. glucose and NADPH
E. carbon dioxide and ATP

Gradable: automatic
LO: 08.01.04 Explain how photosynthesis occurs in two phases: the light reactions and carbon fixation.
Section: 08.01
39.
When NADP+ _____ electrons in the light reactions, it is ______, forming NADPH.
A. donates, reduced
B. accepts, oxidized
C. accepts, reduced
D. donates, hydrolyzed
E. donates, oxidized

Gradable: automatic
Section: 08.02
8-35
40. Plants require a lot of water for transpiration, metabolism, and photosynthesis. How is
water used in photosynthesis?
A. To combine with ADP forming ATP
B. As an electron acceptor
C. To combine with NADP+ to form NADPH
D. As a substrate for ATP synthase
E. As an electron donor

Gradable: automatic
Section: 08.02
41. When NADPH _____ electrons in the Calvin cycle, it is ______, forming NADP+.
A. donates, hydrolyzed
B. donates, reduced
C. donates, oxidized
D. accepts, oxidized
E. accepts, reduced

Gradable: automatic
Section: 08.04
8-36
42. What will happen to the pH inside a thylakoid that is exposed to light?
A. It will increase.
B. It will decrease.
C. It will not change.
Clarify Question

o The question asks about the pH of the thylakoid during photosynthesis.
o You are being asked to apply your knowledge about the pH of the thylakoid during
photosynthesis.
Gather Content
• What do you know about the pH of the thylakoid during photosynthesis? What other
o During photosynthesis light strikes photosystem II and electrons are passed through a
transport chain pumping H+ ions across the thylakoid membrane. As the H+ ions cross into
the thylakoid, the H+ ion concentration increases. The H+ ion concentration gradient is then
used to make ATP as the H+ ions pass through ATP synthase.
Choose Answer
o As the H+ ion concentration increases inside the thylakoid, this will decrease the pH
inside the thylakoid.
Reflect on Process
o This question asked you to apply your knowledge about the pH of the thylakoid during
photosynthesis. If you got the correct answer, great job! If you got an incorrect answer, where
did the process break down? Did you think that increasing H+ ion concentration would lead to
an increase in pH? Did you think that the H+ ion concentration does not affect pH?
8-37

Gradable: automatic
Section: 08.02
8-38
43. A thylakoid that is placed in a basic solution will synthesize ATP. How is this possible?
A. The carbon reactions are blocked in the thylakoid at high pH.
B. ATP is formed spontaneously at low pH.
C. ATP cannot be broken down at low pH.
D. A proton gradient is created by the difference in pH.
E. An electron gradient is created by the difference in pH.
8-39
Clarify Question

o The question asks about the production of ATP by a difference in pH.
o You are being asked to apply your knowledge to explain the production of ATP by a
difference in pH.
Gather Content
• What do you know about production of ATP by a difference in pH? What other information
o During photosynthesis light strikes photosystem II and electrons are passed through a
transport chain pumping H+ ions across the thylakoid membrane. As the H+ ions cross into
the thylakoid, the H+ ion concentration increases. The H+ ion concentration gradient is then
used to make ATP as the H+ ions pass through ATP synthase.
Choose Answer
o In photosynthesis a pH gradient is created by pumping H+ ions into the thylakoid. This
gradient is used to make ATP, as H+ move from high concentration inside the thylakoid to
lower concentration outside. If a thylakoid is placed in a basic solution with a low H+
concentration, then a gradient will be present and ATP can be produced.
Reflect on Process
o This question asked you to apply your knowledge to explain the production of ATP by a
difference in pH. If you got the correct answer, great job! If you got an incorrect answer,
where did the process break down? Did you think that ATP forms spontaneously at low pH?
Did you think that the carbon fixation reactions occurred in the thylakoid?
8-40

Gradable: automatic
Section: 08.02
44.
The purpose of the light reactions is to produce ____.
A. O2, ATP, and NADP+

B. O2, ATP, and NADPH
C. ATP and NADP+
D. ATP and NADPH
E. CO2 and ATP

Gradable: automatic
Section: 08.02
45. A plant performing photosynthesis will produce ____ and consume _____.
A. water, carbon dioxide
B. oxygen, water
C. carbon dioxide, oxygen
D. oxygen, carbon dioxide
E. carbon dioxide, water

Gradable: automatic
LO: 08.03.03 Explain how O2 is produced by photosystem II.
Section: 08.03
8-41
46. A C4 plant minimizes photorespiration by

A. stomata that are only opened at night, storing carbon dioxide in malate, and releasing
carbon dioxide during the day.
B. having the light reactions and carbon reactions occur in different cells, so oxygen does not
come into contact with rubisco.
C. having the light reactions and carbon reactions occur in different cells, so carbon dioxide
does not come into contact with rubisco.
D. stomata that are only opened at night, storing oxygen in malate, and releasing oxygen
during the day.
8-42
Clarify Question

o The question asks about preventing photorespiration in C4 plants.
o You are being asked to apply your knowledge about preventing photorespiration in C4
plants.
Gather Content
• What do you know about preventing photorespiration in C4 plants?What other information

o Some C4 plants have a unique leaf anatomy that allows them to avoid photorespiration.
An interior layer in the leaves of many C4 plants has a two-cell organization composed of
mesophyll cells and bundle-sheath cells. CO2 from the atmosphere enters the mesophyll cells
via stomata. Once inside, the enzyme PEP carboxylase adds CO2 to phosphoenolpyruvate
(PEP), a three-carbon molecule, to produce oxaloacetate, a four-carbon molecule. The
oxaloacetate is converted into malate which is transported into the bundle sheath cells, where
it releases the CO2 so the Calvin cycle can occur. Because the mesophyll cell supplies the
bundle-sheath cell with a steady supply of CO2, the concentration of CO2 remains high in the
bundle-sheath cell. Also, the mesophyll cells shield the bundle-sheath cells from high levels
of O2.
Choose Answer
o Because C4 plants have two cell layers, the outer mesophyll layer can take in carbon
dioxide while the Calvin cycle occurs in the bundle sheath cells. The light reactions that
produce ATP and NADPH can also occur in the mesophyll cells. This strategy minimizes
photorespiration, which occurs when CO2 is low and high O2 levels come in contact with
rubisco.
Reflect on Process
o This question asked you to apply your knowledge about preventing photorespiration in
8-43
C4 plants. If you got the correct answer, great job! If you got an incorrect answer, where did
the process break down? Did you think that C4 plants regulate the opening and closing of
stomata like C3 plants? Did you think that CO2 did not react with rubisco in a C4 plant?

Gradable: automatic
Section: 08.05
47.
Energy is carried from the light reactions to the Calvin cycle by __________.
rev: 04_06_2015_QC_CS-12091
A. water
B. ATP
C. NADP+
D. oxygen
E.
CO2

Gradable: automatic
LO: 08.01.04 Explain how photosynthesis occurs in two phases: the light reactions and carbon fixation.
Section: 08.01
8-44
48. Blue light has ___ energy than red light and is ____ by a green leaf.
A. more, reflected
B. less, reflected
C. more, absorbed
D. less, absorbed
Clarify Question

o The question asks about the light absorbed by a green plant.
o You are being asked to apply your knowledge about the light absorbed by a green plant.
Gather Content
• What do you know about the light absorbed by a green plant?What other information is
related to the question?
o If a plant is green, then it reflects green light and absorbs blue and red light. Red light
has a longer wavelength than blue light and thus has lower energy than blue light.
Choose Answer
o A green plant would absorb blue light, which has higher energy than red light.
Reflect on Process
o This question asked you to apply your knowledge about the light absorbed by a green
plant. If you got the correct answer, great job! If you got an incorrect answer, where did the
process break down? Did you think that blue light had less energy than red light? Did you
think that a green plant would reflect blue light?
8-45
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Mississippi river. We can now look across a gorge from the coaches
of the Pennsylvania Railroad, beyond Altoona, and see the grade of
the old Portage Railway.
Fig. 28. Broad Street Station, Philadelphia: Pennsylvania

Railroad
The canal almost put out of business the Conestoga wagons on
the dusty pike which had seen so much travel by way of Carlisle and
Bedford. But the people did not stop with a canal. Like the men of
New York, they wanted something even better than that. They
wished to have a railroad all the way, and in 1846 the Pennsylvania
Railroad Company was incorporated. By this time it was very well
known that railroads were successful both in America and in
England, and that steam was better than horses.
Over the Allegheny Front a route was found where the grades
were not too steep for locomotives. The grade, of course, had been
the one great hindrance to the whole project, and when this difficulty
was overcome there was no reason why passengers should not be
carried from Philadelphia to Pittsburg, or a load of iron from Pittsburg
to Philadelphia, without changing cars. In the year 1854 the
Pennsylvania people triumphed, for they had conquered the
mountains and could run trains from the banks of the Delaware to
the Ohio river.
If we leave Philadelphia by the great Broad street station of the
Pennsylvania Railroad, we shall pass out among the pleasant homes
of West Philadelphia and through the fine farms of the Pennsylvania
lowlands, until we come, in about an hour and a half, to the staid old
city of Lancaster. We have been here before, to learn of turnpikes
and Conestoga freighters.
The next stop, if we are on an express train, will be at
Harrisburg, a little more than a hundred miles from Philadelphia. We
have now come from the Delaware to the Susquehanna, and are
close to the mountains. Before we go in among them let us see
Harrisburg. It is a city of fifty thousand people, and lies along the
east bank of the Susquehanna, which here is a great river a mile
wide, having gathered its tribute of waters from hundreds of
branching streams in Pennsylvania and New York.
Fig. 29. Bridge, Pennsylvania Railroad, above Harrisburg

Not far to the east a small stream runs parallel to the main river,
and the larger part of Harrisburg is on higher ground between the
two. On the highest part of this ridge is the state capitol, a great
building but recently finished. Harrisburg is at the right point for the
state government. It is not in the center of the state, to be sure, but it
is at the rear of the lowlands which reach in from the sea, and is just
outside the great gateway where roads from all the northern,
western, and central uplands come out on the plain. It is a
convenient center for coal and iron, and hence one sees along the
river below the city many blast furnaces, rolling mills, and factories.
To the northeast rich, open lands stretch along the base of Blue
mountain, and railroads join Harrisburg to Reading, Allentown,
Bethlehem, and Easton. To the southwest bridges cross the
Susquehanna, and roads run to Carlisle, Hagerstown, and other
cities of the Great Valley (Chapter XI).
Thus the Pennsylvania Railroad, running northwest from
Philadelphia, crosses at Harrisburg other roads that run to the
southwest. As hamlets often gather about “four corners” in the
country, so cities grow up where the great roads of the world cross
each other.
Fig. 30. Pennsylvania

Railroad Shops, Altoona
Leaving Harrisburg behind, we pass the splendid new bridge of
the Pennsylvania Railroad, across the Susquehanna (Fig. 29), and
go through the gap in Blue mountain. Soon we turn away from the
main river and enter the winding valley of the Juniata. The grades
are easy, the roadbed is smooth, and by deep cuts through the rocks
the curves have been made less abrupt. It is only when one looks
out of the car window that the land is found to be rugged and
mountainous.
All the greater valleys and ridges of the mountain belt of
Pennsylvania run northeast and southwest. The last of these to be
crossed on our journey is Bald Eagle valley, from which the
Allegheny Front rises to the northwest.
In this valley, near the place where the Portage Railway began to
scale the heights, and a little more than a hundred miles from
Pittsburg, the Pennsylvania Railroad Company in 1850 founded a
town and called it Altoona. Here they started shops, which have now
grown to notable importance. The town became a city eighteen
years after it was begun, and has to-day about forty thousand
inhabitants. In the railway shops alone may be found nine thousand
men repairing and building locomotives, passenger coaches, and
freight cars. The Pennsylvania Railroad Company is now founding a
great school in Altoona, where young men may be taught to become
skillful and efficient in railway service.
Fig. 31. Horseshoe Curve, Pennsylvania Railroad

Altoona looks new, and with its endless freight yards, its noisy
shops, and its sooty cover of smoke from burning soft coal, it is very
different from quiet Lancaster, which was old when forests covered
the site of Altoona.
On our way to Pittsburg we are soon pulling up the Allegheny
Front by a great loop, or bend, which enables the tracks to reach the
summit more than a thousand feet above Altoona. Nestling within the
great bend is a reservoir of water to supply the houses and shops of
the city lying below. Passing the highest point, we find ourselves
descending the valley of the Conemaugh river to Johnstown, and
surrounded by the high lands of the Allegheny plateau.
Johnstown is much older than Altoona, for it was settled in 1791,
but it has not grown so fast, and has only about as many inhabitants
as the city of railroad shops. Most people know of Johnstown
because of the flood which ruined the place in 1889. Several miles
above the town was a reservoir more than two miles long and in
several places one hundred feet deep. After the heavy rains of that
spring the dam broke on the last day of May, and the wild rush of
waters destroyed the town. Homes, stores, shops, and mills were
torn away and carried down the river. Clara Barton of the Red Cross,
who went to Johnstown as soon as she could get there, says that the
few houses that were not crushed and strewn along the valley were
turned upside down.
More than two thousand men, women, and children lost their
lives, and those that were left were in mourning and poverty. The
whole land sent in its gifts of money, clothing, and food, and the town
was built up again into a prosperous city. Near the city are found
coal, iron, limestone, and fire clay, and these things make it easy to
establish iron works. The Cambria Steel Company gives work to ten
thousand men in its shops, mines, and furnaces.
The main line of the Pennsylvania Railroad runs down the
rugged Conemaugh valley through Johnstown, and is its chief
means of traffic. As we go on to the west we near Pittsburg, but first
we pass through a number of stirring towns. At one place fire bricks
are made, and the clay for molding them and the coal for burning
them are found in the same hill. In another town there are coal mines
and glass works. Farther west the Pennsylvania road has more
repair shops, and Braddock is the great Carnegie town. We shall see
why many thriving young cities have grown up in this region when
we take up Pittsburg, about which they are all clustered.
At Pittsburg we pull into one of the finest railway stations in the
United States. We may stop in the city of coal and iron, or we may
go on to the west, over one of the main arms of the Pennsylvania
Railroad system. If we take the northern branch, it will carry us
across Ohio to Fort Wayne in Indiana and to Chicago. If we board a
train on the southern arm, we shall go through Columbus and
Indianapolis, and be set down on the farther side of the Mississippi
river at St. Louis.
North and south from the great east and west trunk lines run
many shorter roads, or “spurs.” On the east there is a network of
short roads in New Jersey, and one of the busiest parts of the whole
system is that which joins Washington to Baltimore, Philadelphia,
and New York.
Fig. 32. Rock Cut, along the Line of the Pennsylvania
Railroad
West from Philadelphia for a long distance there are four tracks,
and on either side may be seen neat hedges, such as one finds
along the railways of England. In the mountains it is often hard to
make a roadbed wide enough for four tracks, and hence there may
be only three or even two in some places. No doubt four will in time
be built through to Pittsburg, for many millions of dollars are spent in
improving the road. Instead of having a long circuit around the hills,
tunnels and vast cuts in the bed rock are made so as to straighten
the line. Thus both passenger and freight trains are able to make
better time, and the road can carry the stores of iron and coal which
are found in the lands on either side.
Some of the freight yards are always crowded with cars, and at
Harrisburg the company is building separate tracks around the city,
so that through freight trains need not be delayed.
At New York the Pennsylvania Railroad now has its station on
the New Jersey side of the Hudson river, but it is building a tunnel
under the river. The company has already bought several city blocks
and has torn away the buildings. Here it will build one of the greatest
passenger stations in the world. The tunnel will run on to the east,
under the streets and shops of Manhattan, and under the East river.
Thus under New York and its surrounding waters trains can go to the
east end of Long Island.
Pennsylvania has told us the same story that we learned from
New York. We read it again: first, how the Indian’s path was beaten
deeper and wider by the hoofs of the pack horse, bearing goods to
sell and barter in the wilderness; then how strips of forest were cut
down to make room for the Conestoga wagons and the gay stages
that swept through from Philadelphia to Pittsburg. These in their turn
became old-fashioned when the canal and Portage Railway were
done, and now we sit in a car that is like a palace, and think canals
and Conestogas very old stories indeed. In future generations swift
air ships may take the wonder away from the Empire State Express,
and make us listen unmoved when a man, standing in the station at
Philadelphia, calls the limited train for Pittsburg, Cincinnati, and St.
Louis.
CHAPTER VIII
THE NATIONAL ROAD
The sea reaches inland almost to the northeast corner of the

state of Maryland. This long, wide arm of the ocean receives many
rivers and is known as Chesapeake bay. Near its north end is
Baltimore, one of the four great cities of our Atlantic coast. It is one
hundred and fifty miles from the open sea. If, instead of sailing up
the bay, we should turn toward the west, we could go up the
Potomac river, which is deep and wide. On our way we should pass
Washington’s estates at Mount Vernon, the old city of Alexandria,
and the national capital, Washington. We could not sail much farther
because there are falls in the Potomac which ships cannot pass. The
Potomac runs so close to Chesapeake bay that it is only forty miles
from Washington across to Baltimore.
Chesapeake bay is much like Delaware bay and the tidal
Hudson river, only it is larger than either. Baltimore is at a greater
distance from the open sea than Philadelphia is, and Philadelphia is
farther inland than New York, but each of these cities tried to get as
much of the western trade as it could.
The natural way for the men of Baltimore and Alexandria to go
across to the west was up the Potomac river and through its passes
in the mountains. But before they tried this they had settled much of
the low, flat land along the Potomac and about the Chesapeake in
Virginia and Maryland. This was often called “tide-water country,”
because the beds of the rivers are below sea level, and the streams
are deep enough for boats of some size.
Fig. 33. Tollhouse West of Brownsville, Pennsylvania
When the land was first settled and the colonists found that they
could go almost everywhere by boat, they paid small heed to making
roads. They could visit their neighbors on other plantations and they
could load their tobacco and take it to market by the rivers. Many
plantations were beside rivers of such great depth that sailing
vessels bound for London could come up to the farmer’s wharf and
get his crop of tobacco.
In early days the members of the legislature were not always
given so much per mile to pay the stage fares between their homes
and the capital, but they were allowed the cost of hiring boats
instead. Many ferries were needed, and laws about them were made
before rules were laid down for bridges and roads. Several
lawmakers at one time would have been fined for their absence from
the legislature of the colony had they not been excused because
there was no ferry to carry them over the river which they would
have had to cross.
Around Annapolis “rolling roads” were made. These were wide
paths made as smooth as possible, in order that large hogsheads of
tobacco might be rolled, each by two men, to the market in that old
town.
After a time the lowlands of the coast region began to fill up and
the people were pushing westward, just as they did in Pennsylvania
and New York. No man had so great a part in this westward
movement as the young surveyor, George Washington. In 1748 he
was sixteen years old, a tall, strong lad, full of courage and energy.
Lord William Fairfax, a rich English gentleman who had settled in
Virginia, had bought great tracts of forest land up the Potomac
behind the Blue Ridge mountains, and he was eager to have them
surveyed. Knowing that Washington had studied surveying, Fairfax
asked him to undertake the task. The boy consented; he went
beyond the Blue Ridge into the country along the Shenandoah,
camped in the woods, swam the rivers, toughened his muscles,
learned the ways of the red men, and three years later came back, a
grown man, ready for great things.
While Washington was getting his practice as a surveyor the
Ohio Company was formed to take up lands along the Ohio river,
and to keep the French from settling there. Lawrence, Washington’s
elder brother, was one of the chief men of this company. In 1753
Washington himself went west to the Ohio river. Day by day the
French were taking a firmer hold of that country, and Dinwiddie, the
old Scottish governor of Virginia, looked about for some one to carry
a warning letter to the commander of one of their new forts. The
messenger was also to keep his eyes open and report what the
French were doing on the upper waters of the Ohio. He chose
Washington, saying, “Faith, you’re a brave lad, and, if you play your
cards well, you shall have no cause to repent your bargain.”
Washington did not wait, but left on the day he received his
commission, late in October, 1753.
Christopher Gist, a famous frontiersman, was secured as guide,
and we can have no doubt that he and Washington formed a team,
ready to meet Frenchmen, red men, and the dangers of river and
forest. They made up their little party where the city of Cumberland,
Maryland, now stands. It is far up the Potomac, in the heart of the
mountains,—a long way beyond the Blue Ridge and the lands where
Washington had been surveying.
At this place a large stream called Wills creek cuts through one
of the mountain ridges by a deep gorge and enters the Potomac. On
a hill, where these streams come together, was Fort Cumberland,
the great outpost of Virginia and Maryland. A fine church now stands
on the ground of the old fort, in the heart of the busy city of
Cumberland. This was the starting point for Washington’s expedition
and for many later ones into the western wilderness.
Washington made his dangerous journey with success. He
brought back a letter from the French commander, but of much
greater value was the story of all that he had seen. The colonists
now knew just what they would have to do to keep possession of the
Ohio lands.
It was not long before Washington went again as commanding
officer of a small army, and in 1755 he served under General
Braddock in the famous battle which resulted in the defeat of the
English and the death of their general. Washington, as we know,
brought off the troops with honor to himself. In each of these
expeditions something was done toward cutting away the trees and
grading a road from Fort Cumberland to the head of the Ohio river at
Pittsburg.
Fig. 34. Milestone on the
Line of Braddock’s
Road, near Frostburg,
Maryland
On the line of Braddock’s road, a dozen miles west of

Cumberland, is a milestone, set up about a hundred and fifty years
ago. A photograph of it is shown above. It is a rough brown stone,
standing in a pasture half a mile outside the city of Frostburg, in
western Maryland. The stone was once taken away and broken, but
it has since been set up again and cemented into a base of concrete.
The view shows how it has been split up and down. On one side are
directions, and on the other are the words, “Our Country’s Rights We
Will Defend.”
Braddock’s journey from Alexandria to Fort Duquesne was an
uncomfortable one, to say nothing of its disastrous end. He bought a
carriage to ride in, but the road was not suited to a coach, as were
the roads he knew in old England. Beyond Cumberland, especially,
in spite of all the work his men could do upon it, it was so bad that he
was forced to take Washington’s advice and change the baggage
from wagons to pack horses.
Gradually, as time went on, these rough paths were beaten down
into smoother thoroughfares. The same causes that led to the
development of the North were working also at the South. Along the
Potomac, as in New York and in Pennsylvania, the stream of colonial
life flowed westward. First the pioneers settled the lowlands around
Chesapeake bay and along the deep rivers; then as their strength
and courage reached beyond the mountains they found the forests
and fertile soil behind the Blue Ridge. Farther within the rugged
highlands they built Fort Cumberland and sent out discoverers and
armies to the Ohio river. When the woods were cleared and towns
and states grew up on the Ohio, there was frequent occasion to
cross the mountains for trade, for travel, and to reach the seat of
government, which in 1801 was moved to Washington on the
Potomac.
Fig. 35. Old Road House, Brownsville, Pennsylvania

These glimpses of colonial journeys will help us to understand
why the National Road came to be built. About one hundred years
ago the government began to take a great interest in opening roads,
especially across the Appalachian mountains, to Ohio, Kentucky,
and other parts of the Mississippi valley. Washington, who died in
1799, had said much about this work, for he not only wanted western
trade to come to Virginia instead of going to New Orleans, but he
also felt that so long as the mountains kept the East and the West
apart we should never have one common country, held together by
friendly feelings.
The people of Baltimore, like those of New York and
Philadelphia, were eager to have the best road to the West, that their
business might be benefited. Not far from Baltimore is an old place
called Joppa, and several roads are still known as “Joppa roads.”
The town is older than Baltimore and was once the chief trading
town in the northern part of Maryland; but Baltimore was well
situated on an arm of the great bay, and by this time had gone far
ahead of its old rival.
A number of good roads had been built in Maryland, among
them a famous one leading out westward to Frederick. This was in
the direction of Hagerstown, and still farther west was Cumberland.
The United States government decided to build a great road to Ohio,
beginning at Cumberland. To get the benefit of this, the men of
Baltimore went to work to push the Frederick pike westward to the
beginning of the National Road.
So it came about in 1811 that the first contracts were let for
building parts of the National Road. We remember that the Erie
canal was not started until six years later. The act of Congress which
ordered the making of the road provided that a strip four rods wide
should be cleared of trees, that it should be built up in the middle
with broken stone, gravel, or other material good for roads, and that
all steep slopes should be avoided. The road was opened to the
public in 1818, one year after the Erie canal was begun. The original
plan was to make it seven hundred miles long, reaching from
Cumberland to the Mississippi river, but it was never carried out.
The Maryland roads, as we have seen, ran west from Baltimore
and Washington to Frederick, east of the Blue Ridge; to Hagerstown,
in the Great Valley; and to Cumberland, in the mountains.
Cumberland is a stirring town of about twenty thousand people, and
with its great business in coal, iron, and railroads it seems like a
larger city. Thence the National Road runs through the gap in Wills
mountain (Fig. 36) to Frostburg, a dozen miles west and fifteen
hundred feet higher. The road soon bears northward into
Pennsylvania and crosses the Monongahela river at Brownsville,
about forty miles south of Pittsburg. Coal is mined here, and boats
were running in those early days, as coal barges and steamboats
run to-day, down to the great iron city.
From Brownsville the pike leads over the hills and comes down
to the Ohio river at Wheeling, West Virginia. It then passes on
through Ohio, touching Columbus, the capital, on the way to Indiana
and the Mississippi.
We sometimes admire the cars marked with the sign of the
United States post office, which we see drawn by a swift locomotive
at a speed of sixty miles an hour; but when the government put its
mail coaches on the National Road from Washington to Wheeling, no
doubt they seemed quite as wonderful to the people of that time. And
it was only twenty-five years since the people of Utica had thought it
so remarkable that six letters had come to them in one mail! Soon
passenger coaches were rushing along at ten miles an hour, and
sometimes even faster. There were canvas-covered freight wagons,
each of which carried ten tons, had rear wheels ten feet high, and
was drawn by twelve horses. In those days life was full of stirring
interest on the National Road.
Fig. 36. Cumberland and the Gap in Wills Mountain
There were rates of toll for all sorts of animals and wagons. The
toll was higher for hogs than for sheep, and more was charged for
cattle than for hogs. If the wagons had very wide tires, no toll was
demanded. Drivers sometimes lied about the number of people in
their stages, so as to pay less toll. The stages were not owned by
the drivers but by companies, which bid for travelers and freight, as
railways do now. There were penalties for injuring milestones or
defacing bridges, showing that some people then were like some
people now. The companies had interesting names. There were the
“Good Intent,” “Ohio National Stage Lines,” the “Pilot,” “Pioneer,”
“June Bug,” and “Defiance.” Not one of them cared for mud or dust,
for horses or men, if only it could be the first to reach its destination.
There must have been dust enough, for twenty coaches with their
many horses sometimes followed one another in a close line.
Fig. 37. Bridge and Monument, National Road, near
Wheeling, West Virginia
Henry Clay was one of the chief advocates of this road, and a
monument built in his honor may be seen near the bridge, shown in
Fig. 37. It is a few miles east of Wheeling. At Brownsville a small
stream called Dunlap’s creek flows into the Monongahela from the
east. Over it is an iron bridge on the line of the National Road.
According to a story told in Brownsville, Henry Clay was once
overturned as he was riding through the creek before the bridge was
built. As he gathered himself up he was heard to say, “Clay and mud
shall not be mixed here again.” The story goes that he went on
immediately to Washington and got an order for the building of the
bridge.
Whether this be true or not, it is certain that he and many other
statesmen traveled over the National Road. They could not have
private cars, nor did they go in drawing-room coaches, as we can if
we choose. Anybody might chance to sit beside these men of
national fame, as day after day they rode through the valleys and
over the mountains, stopping at the wayside hotels for food and rest.
Some of the old hotels, tollhouses, and bridges, as they look to-
day, are shown in the illustrations in this chapter. The road itself was
long ago given up to the different states and counties through which
it runs, but it still tells to the traveler who goes over it many a story of
the life of a hundred years ago.
CHAPTER IX
THE BALTIMORE AND OHIO RAILROAD
Even after the Erie canal was built and long lines of boats were
carrying the grain and other products of the West to New York, the
men of Virginia and Maryland did not give up the notion of still
making the trade of the western country come their way. They
planned the Chesapeake and Ohio canal, to reach the Ohio river,
and thought that other canals across the state of Ohio would let them
into lake Erie. By the Ohio river they would connect with New
Orleans and the upper Mississippi river, and through lake Erie they
could reach the towns and farms that border lake Huron, lake
Michigan, and lake Superior.
A canal along the Potomac valley had been talked of several
years before the Revolution, when Richard Henry Lee laid a plan for
it before the Assembly of Virginia. Doubtless others thought of it too,
as of the Erie canal, long before it was made. At the end of the War
of the Revolution Washington made a long journey into the wild
woods of New York. He went to the source of the Susquehanna at
Otsego lake, visited the portage between the Mohawk and Wood
creek, and saw for himself that New York had a great chance for
navigation and trade. But he had a natural love for his own Virginia,
and he did not intend to let New York go ahead of his native state.
His journeys across the mountains as a surveyor and as a soldier
gave him a knowledge of the Ohio country, and as he had himself
taken up much good land there, he wished to have an easy way, by
land or water, from the sea to the rich Ohio valley. So he thought
much about a canal to run by the side of the Potomac, and he joined
with others who felt as he did to form the Potomac Company. They

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Multiple Choice Questions

The ultimate source of energy for photosynthetic reactions in a plant is ____.

Blooms Level: 1. Remember

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3. ________ consume organic molecules to live.

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• What is the key concept addressed by the question?

Blooms Level: 3. Apply

Blooms Level: 1. Remember

6. In which organelle of the plant does photosynthesis takes place?

Blooms Level: 1. Remember

7. The main structure for gas exchange in plants is called the

Blooms Level: 1. Remember

• What is the key concept addressed by the question?

Blooms Level: 3. Apply

• What is the key concept addressed by the question?

Blooms Level: 3. Apply

• What is the key concept addressed by the question?

Blooms Level: 3. Apply

Blooms Level: 1. Remember

12. NADPH is produced by

Blooms Level: 1. Remember

The enzyme that directly converts NADP+ to NADPH is

Blooms Level: 1. Remember

A comparison of mitochondria and chloroplasts shows that

A. they have very different electron transport protein complexes.

E. both use oxygen as a final electron acceptor.

Blooms Level: 2. Understand

• What is the key concept addressed by the question?

Blooms Level: 3. Apply

Blooms Level: 1. Remember

Blooms Level: 2. Understand

Blooms Level: 2. Understand

• What is the key concept addressed by the question?

Blooms Level: 4. Analyze

20. Which portion of the photosynthetic apparatus absorbs light?

Blooms Level: 1. Remember

• What is the key concept addressed by the question?

Blooms Level: 3. Apply

22. Where does the Calvin cycle occur?

Blooms Level: 1. Remember

23. Both ATP and NADPH are required for

Blooms Level: 1. Remember

• What is the key concept addressed by the question?

Blooms Level: 4. Analyze

Check All That Apply Questions

Blooms Level: 2. Understand

Blooms Level: 2. Understand

Multiple Choice Questions

Blooms Level: 2. Understand

28. Succulent plants such as cacti or pineapple

Blooms Level: 2. Understand

Blooms Level: 1. Remember

The primary advantage C4 plants have over C3 plants is that

Blooms Level: 1. Remember

True / False Questions

Blooms Level: 2. Understand

Blooms Level: 1. Remember

Blooms Level: 1. Remember

Blooms Level: 1. Remember

Blooms Level: 2. Understand