Topic 7: Photosynthesis

and food

From specification: 2.17, 2.18, 2.19,

2.20, 2.21, 2.22, 2.38, 2.39, 2.40, 2.41,
2.42, 2.43, 2.67, 5.1, 5.2, 5.3, 5.4
 Photosynthesis

Learning objectives:
• Describe the process
of photosynthesis
• Write the word
equation and the
balanced chemical
symbol equation for
photosynthesis
Plants are amazing!

Task 1:
• Think about this
statement
• Discuss this statement
with someone on your
table
• Write down five
different reasons why
people would agree
with this statement
Task 2: How does a tree make wood?
 Photosynthesis = making food using light
Photosynthesis is a process that converts light energy
into chemical energy.
Word equation:
sunlight
Carbon dioxide + water glucose + oxygen
chlorophyll

Chemical equation:
sunlight
6 CO2 + H26O C6H12O6 + O2 6
chlorophyll

Task 3: Write the chemical equation

Task 4: Write the balanced chemical equation
Can you tell what this is?
 xylem

phloem
A limiting factor is something present in the environment in such short supply
that it restricts life processes, slowing the rate of reaction.
The 3 factors that affect photosynthesis are:

1) The light intensity

2) The temperature

3) The concentration of carbon dioxide

A group of students decided to test the hypothesis that
increasing light intensity (x-axis) increases the rate of
photosynthesis (y-axis). Doing a similar practical to one you
have done previously, they used pondweed (Elodea) and
counted the average number of oxygen bubbles produced per
minute by the plant. The graph is a sketch to represent their
results.
The CO2 concentration of the water was 0.04% and the water
temperature was 150C.
THE 5 MINUTE TASK TO COMPLETE

Sketch the above graph, note down the CO2 concentration and water temperature and give each
axis a label with appropriate units.

Mark an X on the graph to show where the rate of photosynthesis started to level off.

Answer this question: Why did the rate of photosynthesis level off at point X?

Draw a curve on the same graph to predict what would happen if the CO 2 concentration was
increased to 0.14%. Label this curve, stating the new conditions. Sketch a second line to predict
what would happen if the carbon dioxide concentration was increased to 0.14% and temperature
was increased to 250C. Label this curve accordingly, again stating the new conditions.

Answer this question: Why do plants need the right temperature for photosynthesis, and what
might happen if the temperature level is raised too high?
 Thumbs up or down
Learning objectives:
• Describe the process of photosynthesis
• Write the word equation and the balanced
chemical symbol equation for photosynthesis
 Leaf structure
Learning objectives:
• Describe the structure of the leaf and explain how it is adapted for
photosynthesis
Photosynthesis mini test

Task 1: Write down the

following for photosynthesis
1. Word equation
2. Balanced chemical
equation
Photosynthesis mini test

Word equation:
Carbon dioxide + water glucose + oxygen
Sunlight

chlorophyll
Balanced chemical equation:
Sunlight
6CO2 + 6H2O C6H12O6 + 6O2
chlorophyll

10 A*, 9 A, 8 B, 7 C, 6 D, 5 E,
Word:
1 for correct reactants
1 for correct products
1 for sunlight and chlorophyll on arrow
Chemical:
2 for correct reactants
2 for correct products
1 for sunlight and chlorophyll on arrow
1 for correctly balancing of reactants
1 for correct balancing of products
Photosynthesis

Task 2:
1. Where does
photosynthesis occur?
2. How does a plant gets the
carbon dioxide, water and
light it needs for
photosynthesis?
 Leaf structure

Task 3:
Design a leaf
(10 minutes)

EXTENSION: Write a
paragraph to explain why
you chose the design you
did
The Flower
Contains the reproductive organs of the
plant which are needed to make seeds.
The Stem
Supports the plant
Xylem tubes carry water and minerals
Phloem tubes transport food
The Leaf
Adapted to make food for the plant
Carry out photosynthesis using energy
from the sun
The Roots
Anchor the plant firmly in the ground
Absorb water and minerals from the soil
Root hairs give a large surface area.
 Leaf Structure
On paper 6 you may be asked to draw/label a leaf.

Midrib
Vein Petiole

Margin
Blade or lamina
Plant Cell Structure
 Waxy cuticle Waterproof layer, prevents
water loss
Single layer of transparent cells,
Upper epidermis
which protect the leaf
Packed with chloroplasts and
Palisade mesophyll arranged vertically to maximise
amount of sunlight energy
Irregular absorbed
cells loosely packed to
Spongy mesophyll
leave air spaces
Air spaces Allow gases to move to and
from the site of photosynthesis
Lower epidermis Contain stomata (plural) for
gaseous exchange
Stoma Guard cells control the opening
and closing of these pores
Leaf structure
 http://www.youtube.com/watch?v=LgfCxBVWGDE
Leaf structure
 Thumbs up or down
Learning objectives:
• Describe the structure of the leaf and explain how it is
adapted for photosynthesis
 Leaf and gas exchange
Learning objectives:
• Explain how the structure of the leaf is adapted
for gas exchange
• Describe the role of stomata in gas exchange
• Understand the origin of carbon dioxide and
oxygen as waste products of metabolism and
their loss from the stomata of a leaf
• Understand the role of diffusion in gas exchange
• Understand gas exchange (of carbon dioxide and
oxygen) in relation to respiration and
photosynthesis
• Understand that respiration continues during the
day and night, but that the net exchange of
carbon dioxide and oxygen depends on the
intensity of light
 Leaf and gas exchange

Task 1: What gases are exchanged by diffusion at the

leaf through the stomata? In what direction are these
gases exchanged?
 Leaf and gas exchange

In a leaf oxygen and carbon dioxide are exchanged both in AND

out of the leaf.

In the light, plants carry out

photosynthesis. This
requires an input of carbon
dioxide and an output of
oxygen.

However, plants (being

living organisms) also
respire. This requires an
input of oxygen and an
output of carbon dioxide.
Leaf and gas exchange
DAY

Task 2: What is the overall (net)

exchange of carbon dioxide and oxygen?
Leaf and gas exchange
NIGHT

Task 3: What is the overall (net)

exchange of carbon dioxide and oxygen?
Leaf and gas exchange

Task 4: How is the leaf adapted for gas exchange by

diffusion?
(TIP: Think back to the alveoli – the human site of gas exchange)
 Leaf and gas exchange

Task 4: How is the leaf adapted for gas exchange by

diffusion?
(TIP: Think back to the alveoli – the human site of gas exchange)

• Stomata/guard cells - Allow exchange of CO2 and O2

• Leaf shape is thin which increases rate of diffusion
• Spongy mesophyll cells have a large surface area and moist
surfaces
• Air spaces between spongy mesophyll cells increase the
surface area
 Stomata
On the underside of leaves are small holes, or pores, called
stomata. A single hole is called a stoma. Each stoma is
surrounded by two guard cells.

When guard cells gain water by

osmosis, they curve outwards.
This opens the stoma, allowing
gases in and out.

Losing water by osmosis causes

the guard cells to come closer
together, closing the stoma. This
stops the movement of gases, but
also prevents water loss.
 Stomata: practical

Task 5: Make a stomata slide

• Paint a small, thin square of

clear nail varnish on the
underside of a leaf.
• Leave it to dry for a few
minutes.
• Peeling the nail varnish off by
placing clear tape over it.
• Place tape onto slide.
• Look at slide through
microscope
 Thumbs up or down
Learning objectives:
• Explain how the structure of the leaf is adapted for gas
exchange
• Describe the role of stomata in gas exchange
• Understand the origin of carbon dioxide and oxygen as waste
products of metabolism and their loss from the stomata of a
leaf
• Understand the role of diffusion in gas exchange
• Understand gas exchange (of carbon dioxide and oxygen) in
relation to respiration and photosynthesis
• Understand that respiration continues during the day and
night, but that the net exchange of carbon dioxide and oxygen
depends on the intensity of light
Photosynthesis produces glucose and
carbon dioxide
Photosynthesis happens mainly in the
palisade cells in the roots.
Palisade cells are adapted to their
function by having lots of chloroplasts.
Plants use glucose to make cellulose,
fats, proteins and starch.
Roots take in the water needed by the
plant, and also mineral salts.
Roots are adapted to take in water by
having a small surface area.
Water travels up the plant in tubes called
xylem tubes
Plants need oxygen to make glucose.
Plants are important in making carbon
dioxide to keep the atmosphere in balance.
Iodine goes blue back when glucose is present
Mineral salts like nitrates
are dissolved in water taken Glucose
up by plants. These have
nitrogen which is needed to
make amino acids.

Respiration
Fats
Amino acids Other sugars Stored as Cellulose
e.g. sucrose Starch
Used to make
Insoluble, so will cell
Proteins not dissolve in Cell
membranes,
Fruits water and flow out walls or stored in
of cells + more seeds and
compact to store, used for
Cell structures and enzymes despite being large energy
Inhaled air contains 78% nitrogen; when we exhale, we get rid of all 78%. Plants
can’t use nitrogen gas from the atmosphere, yet nitrogen deficiency is the leading
cause of poor plant growth. Why then is this unreactive gas vital for life?
Look at this:
What to do:
Using the virtual lab grow plants under 3
different conditions:

1. Control - all minerals

2. Without N
3. Without Mg

Compare the plant in experiments 2 and 3 with

the control. What are the differences?
Control
No Nitrogen
No Magnesium
Magnesium (Mg)
Nitrogen (N)
The most important
Used for
plant mineral.
making chlorophyll and
isUsed
essential for theleaves.
for making process
of photosynthesis.
Found in the soil water
as soluble nitrate ions.
Magnesium is found in the
soil as magnesium ions
NO32+-
Mg
 Nitrogen deficiency Complete
(lacking in nitrates) minerals present

Growth - severely restricted

Foliage - yellowing

Ample nitrogen supply No nitrogen

 Phosphorus deficiency Complete
(lacking in phosphates) minerals present

Growth - thin, few stems

Foliage - older leaves shed,
- scorch on leaves
 Complete
Potasssium deficiency
minerals present

Growth – squat
Foliage – young leaves
 Magnesium deficiency Complete
minerals present

Growth – fairly normal

Foliage – pale, older leaves turn yellow, lacking in
chlorophyll
 Complete
Calcium deficiency
minerals present

Growth – fairly good, bushy

Foliage – young leaves small,
lacking in chlorophyll
 Mineral Element Needed Function Deficiency
to symptoms

Nitrates Nitrogen Make Cell growth Poor growth

amino and yellow
acids/prot leaves
ein
Phosphat Phosphor To make Respiration Poor root
es us DNA and and growth growth and
cell discoloured
membran leaves
es
Potassiu Potassiu Help Respiration Poor flower
m m enzymes and and fruit
compoun function photosynthe growth and
ds sis discoloured
leaves
Magnesiu Magnesiu To make Photosynth Yellow
m m chlorophyl esis leaves
 Proving photosynthesis
Learning objectives:
• Describe experiments to investigate photosynthesis, showing the
production of starch and the requirements of light, carbon dioxide
and chlorophyll
 Photosynthesis

Word equation:
Sunlight
Carbon dioxide + water glucose + oxygen
chlorophyll

Balanced chemical equation:

Sunlight
6CO2 + 6H2O C6H12O6 + 6O2
chlorophyll

Task 1: Using your knowledge of the photosynthesis

equation, what two measurements could you use to
prove photosynthesis is occurring?
 Task 1: Using your knowledge of the
Photosynthesis proof photosynthesis equation, what two
measurements could you use to prove
photosynthesis is occurring?

1. Test for oxygen production

 Task 1: Using your knowledge of the
Photosynthesis proof photosynthesis equation, what two
measurements could you use to prove
photosynthesis is occurring?

2. Test for glucose production

Excess glucose (produced form photosynthesis) is

rapidly converted to starch in a leaf. Starch is only
produced by plants so this is what we use to test
for evidence of photosynthesis.
Photosynthesis proof: testing for starch

Task 2: Test a leaf for

starch
Photosynthesis proof: required conditions

Describe experiments to show the requirements of

photosynthesis:
• the presence of chlorophyll in the cells of a leaf
• light reaching a leaf
• carbon dioxide in the atmosphere around a leaf

Task 3: Discuss designs for each of the

above experiments
Photosynthesis proof: LIGHT is required

• Use one plant and one leaf.

• Use aluminium foil to cover part of the leaf on both
sides.
• Leave in the sunlight for 24 hours
• Test the leaf for starch.

Task 3: Discuss designs for each of the

above experiments
 Photosynthesis proof: CO2 is required
• Set up a plant next to a container of soda
lime within a sealed glass bell jar. The soda
lime will absorb carbon dioxide from the air
in the bell jar (allowing us to test the effect
of absence carbon dioxide).
• For validity reasons, set up a control
experiment using exactly the same
apparatus but without the soda lime.
• Leave both bell jars in the sunlight for 24
hours
• Test a leaf from each plant for starch.

Task 3: Discuss designs for each of the

above experiments
Photosynthesis proof: CHLOROPHYLL is required
• Take a variegated leaf (a leaf with
areas containing chlorophyll
(green) and areas not containing it
(white)). Test for starch.

Task 3: Discuss designs for each of the

above experiments
 Thumbs up or down
Learning objectives:
• Describe experiments to investigate photosynthesis,
showing the production of starch and the requirements
of light, carbon dioxide and chlorophyll