C1.

3 Photosynthesis HL [34 marks]

1. [Maximum mark: 1] 23M.1.HL.TZ1.30
The cycle shows part of the light-independent reactions in
photosynthesis.

What occurs in Step 1?

A. ATP is formed for Step 2.

B. Rubisco catalyses the hydrolysis of ribulose bisphosphate.

C. A carboxylase catalyses the carboxylation of ribulose bisphosphate.

D. NADP is converted to reduced NADP. [1]

Markscheme

Examiners report

This was another question which was found much more difficult than
expected. Only a third of candidates answered it correctly and the
discrimination index was very low. The expected answer was worded rather
awkwardly, which may have caused some of the stronger candidates to
think it must be incorrect. The most popular answer was B, which stated that
rubisco catalyses the hydrolysis of ribulose bisphosphate. Perhaps
candidates thought that the conversion of a five carbon sugar to two three
carbon sugars reduces the size of the sugar molecules so must be a
hydrolysis reaction. Although the name 'rubisco' is briefer and therefore
easier to remember than 'ribulose bisphosphate carboxylase oxidase', it
does not indicate what types of reaction the enzyme catalyses. It is worth
emphasising that rubisco carboxylates RuBP by addition of carbon dioxide.
The subsequent splitting of the six-carbon molecule produced does not
involve the lysis of water, so it is not hydrolysis.
2. [Maximum mark: 1] 22N.1.HL.TZ0.8
The action spectra for two different types of photosynthetic organisms
are shown. Ulva, or sea lettuce, is a green marine alga composed of two
layers of cells. The action spectrum for crop plants was plotted from an
average of 22 species of plants.

What describes photosynthesis in these organisms?

A. Ulva photosynthesizes more than crop plants at red wavelengths.

B. Crop plants photosynthesize more than Ulva in green light.

C. Photosynthesis by Ulva is highest in red light while that of crop plants

is highest in blue.

D. Both have zero photosynthesis at 750 nm. [1]

Markscheme

B
3. [Maximum mark: 1] 21N.1.HL.TZ1.8
In 1882, Engelmann investigated photosynthesis by shining light of
varying wavelength on a green alga. He observed where aerobic
bacteria accumulated.

[Source: Republished with permission of Oxford University Press, from

Plant Physiology and Development, Sixth Edition by
Lincoln Taiz, Eduardo Zeiger, Ian M. Møller, and Angus Murphy, 2015.
Permission conveyed through Copyright
Clearance Center, Inc.]

What can be deduced from this experiment?

A. Only parts of the chloroplast contained chlorophyll.

B. The distribution of bacteria indicates the action spectrum of

photosynthesis.

C. Most oxygen is released from the algae in green light.

D. Chloroplasts reflect blue and red light. [1]

 Markscheme

Examiners report

A G2 comment suggested that this question would take too long to answer,
but the statistics showed that students did not find it difficult.

4. [Maximum mark: 1] 19N.1.HL.TZ0.9

Some photosynthesis experiments require water that is free of carbon
dioxide. What is the best way to produce this?

A. Boiling and cooling water

B. Adding hydrogencarbonate solution to water

C. Adding alkali to water

D. Immobilizing carbon dioxide on alginate beads [1]

Markscheme

A
5. [Maximum mark: 1] 19M.1.HL.TZ1.9
Which wavelength of electromagnetic radiation is absorbed efficiently
by chlorophyll for photosynthesis?

A. 45 nm

B. 45 μm

C. 450 nm

D. 450 μm [1]

Markscheme

Examiners report

This was another question that was criticised for testing what was
considered by some to be pointless factual recall. Only 40 % of candidates
correctly identified the wavelength of light that chlorophyll absorbs but the
discrimination index was very high. Two of the answers could have been
eliminated if candidates knew that the wavelengths of light are measured
in nanometres not micrometres. The two answers remaining were 45 nm
and 450 nm. Any candidate who remembered that the spectrum of visible
light and also of absorption by chlorophyll is from 400 to 700 nm could
easily have chosen the correct answer. In the examiners’ view the spectrum
of visible light and the units used to measure light wavelengths are useful
pieces of information and not pointless facts.
6. [Maximum mark: 1] 18N.1.HL.TZ0.10
What are final products of photosynthesis and of aerobic respiration?

[1]

Markscheme

B
7. [Maximum mark: 7] 22M.2.HL.TZ2.6
(a) The processes of photosynthesis and respiration have some
factors in common and others differ. Compare and contrast
both processes for specific factors. [7]

Markscheme

Examiners report

The comparison of the processes of cellular respiration and photosynthesis

was done effectively. Some very good and well-organized answers were
noted. It was common for students to use a table to organize their answers.
Some correct answers contained full descriptions of the Calvin and the
Krebs cycle, which was unnecessary.
8. [Maximum mark: 4] 19N.2.HL.TZ0.4
During photosynthesis plants use water in the conversion of light energy to
chemical energy.

(a.i) State the name of this process. [1]

Markscheme

photolysis / light-dependent «reactions/stages» / photophosphorylation ✔

(a.ii) Explain how water is used in photosynthesis. [3]

Markscheme

a. water is split/broken «up»/lysed/undergoes photolysis ✔ For mpa, reject “water

is cut in half”. For mpa, accept photolysis only if the context shows that water is being split.

b. producing/providing electrons ✔

c. replaces electrons lost by Photosystem II / PSII / P680 / chlorophyll a ✔ For

mpc, do not accept just chlorophyll.

d. allows electrons «to continue» to pass along the electron transport chain
✔

e. provides protons/H+ «inside thylakoid» to help generate a «proton»

gradient/maintain high concentration inside thylakoid ✔ For mpe, reject pumping
of protons into the thylakoid as photolysis produces them inside the thylakoid.
9. [Maximum mark: 11] 19M.2.HL.TZ2.8
(a) Draw a fully labelled graph of the action spectrum for
photosynthesis. [3]

Markscheme

a. axes correctly labelled «wavelength and rate of photosynthesis»

✔ Accept rate of oxygen production for rate of photosynthesis.

b. 400 and 700 nm as limits ✔

c. correct shape of curve involving two peaks at the correct places, broader
in the blue-violet range not starting at zero and a narrower peak in the
orange-red range with the trough in the green range that does not reach
zero ✔

d. peaks of activity at 430 nm AND at 660 nm ✔

e. peaks indicated as «violet» blue light AND peak indicated as «orange»

red light ✔

Examiners report

A number of students made errors in their sketches. Axes were commonly

mis-labelled. The colors were commonly presented in the reverse order with
red at the left end and blue at the right end. Showing red as a higher peak
was another common error. The overall shape was often correctly drawn.

(b) Explain Calvin’s experiment and what was discovered about

photosynthesis through his work. [8]

Markscheme

a. Calvin cycle is light-independent ✔

b. carbon fixation
OR
carboxylation of ribulose bisphosphate/RuBP occurs ✔

c. algae placed in thin glass container/“lollipop” apparatus ✔

d. given plenty of light and bicarbonate/ CO2 ✔

e. at start of experiment algae supplied radioactive carbon/HCO3-/14C ✔

f. samples taken at intervals / heat/alcohol killed samples ✔

g. C-compounds separated by chromatography ✔

h. 14C/radioactive-compounds identified by autoradiography ✔

i. showed that RuBP was phosphorylated ✔

j. after five seconds/immediately more glycerate-3-phosphate/3-PGA

labelled than any other compound ✔

k. shows glycerate-3-phosphate/3-PGA first «carboxylated» compound/the

first stable product ✔

l. next compound to be detected containing radioactive carbon was triose

phosphate/G3P/glyceraldehyde 3 phosphate ✔

m. showed that a wide range of carbon compounds was quickly made in

sequence ✔

n. showed that a cycle of reactions was used to regenerate RuBP ✔

Examiners report

This question was commonly answered poorly with students showing a

lack of knowledge of both the Calvin cycle as well as the Calving
experiment.
10. [Maximum mark: 6] 23M.3.HL.TZ1.3
Researchers set up apparatus that continuously monitored the rates of water
uptake and loss from cut flowers. A rose shoot was inserted into a flask of water
placed on a balance. The flask was kept full by a water supply from a reservoir.
The graph shows the results over five days.

[Source: Lü, P., Huang, X., Li, H., Liu, J., He, S., Joyce, D. C. and Zhang, Z., 2011.
Continuous Automatic Measurement of Water Uptake and Water Loss of Cut Flower Stems,
HortScience horts, [e-journal] 46(3), pp. 509–512. https://doi.org/10.21273/HORTSCI.46.3.509.]

(a) Suggest a reason for including a lid with vents above the water
reservoir. [1]

Markscheme

a. lowers evaporation of water;

 b. vents allow air to enter as water leaves the reservoir;
c. allows for pressure changes in the reservoir as water flows to the flask;

Examiners report

There were many incorrect reasons for a lid with air vents given but perhaps
a quarter were able to give a correct reason.

(b) Explain the differences in the water loss rate in dark and light
conditions. [2]

Markscheme

a. more water is lost during the day than at night;

b. temperature is higher so more loss of water by evaporation;
c. stomata are open for gas exchange/ photosynthesis (so more water
can evaporate/transpire);

Examiners report

Many received one mark for noting that water loss was higher during the
day than night but then struggled to correctly explain why this was so.

(c) Describe how the rose shoot could be treated to show what
part of the plant loses water. [1]

Markscheme

parts of the shoot/leaves are removed/covered in petroleum jelly/Vaseline;

Accept part wrapped in plastic

 Examiners report

Very few received a mark here. Many incorrectly indicated they would add
a dye, which they may have done in class to show water transport in xylem,
but which is not relevant here.

(d) A standard potometer only measures water uptake. Explain

how this apparatus measures the amount of water lost by the
shoot as well as uptake. [2]

Markscheme

a. water uptake by shoot causes a decrease in reading for balance 2;

b. water lost by the shoot would be total loss from the system;

OWTTE

Examiners report

Very few received the marks available here. They did not know the
difference between water uptake and water loss and could not determine
which was being measured by the balances shown.

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