According to Hopkins (2006), photosynthesis is the process by which green plants and certain organisms transform itself from light energy into chemical energy. As a straight forward chemical reaction in which carbon dioxide comes from the air, along with the midair and water from the soil, photosynthesis conglomerates to produce what is known as carbohydrate (p. 6). Solar Energy produced by photosynthesis, stores itself in a chemical bond of a carbohydrate molecule. Sugar known as glucose is then formed which becomes convenient both by way of energy to be stored for later use in tissues or by way of carbon to be used for cells (p.7). Hopkins, w. G. (2006).
Plants are the producers for an ecosystem. They photosynthesise carbon dioxide and water and produce energy in the form of carbohydrates and other molecules. Photosynthesis requires water, and plants gain water from the soil using mineral ions such as nitrate produced by the nitrifying bacteria. Hydrolysis of ATP releases energy for processes such as active transport of the nitrate ions (and others such as potassium etc) from the soil into root hair cells, a process that lowers water potential and is used to draw water into the plant from the soil. In leaves, photosynthesis involves the photolysis of water, a process that involves the attachment of two electrons to a magnesium ion in chlorophyll and the production of hydrogen ions from the breakdown of water.
The energy needed for photosynthesis comes from sunlight, which is the variable for this experiment. The substance that absorbs sunlight is chlorophyll, which is mainly contained in chloroplasts. This energy is used to convert carbon dioxide (CO2) and water into sugars. This conversion creates the
This is the molecule which makes photosynthesis possible, by passing its energized electrons on to molecules which will manufacture sugars. All plants, algae, and cyanobacteria which photosynthesize contain chlorophyll "a". A second kind of chlorophyll is chlorophyll "b", which occurs only in “green algae” and in the plants. Bibliography: http://www.ucmp.berkeley.edu/glossary/gloss3/pigments.html Conclusion: I learned various things from this lab. For instance, I learned how pigments absorbed strongly move slowly and pigments absorbed weakly move the fastest.
In plants the way they get there energy is through sun light where they have process called photosynthesis where they produce and release oxygen in the air. Photosynthesis requires direct sunlight, carbon-dioxide, and water. In this process of photosynthesis, plants decompose the molecules of hydrogen and carbon dioxide into hydrogen, then carbon and oxygen produces glucose which forms their source of energy, food and growth. Solar cells similar to this process get sunlight where light in the form of photons hits the solar cell and are absorbed by semiconducting materials such as silicon. Negative electrons are break free from their atoms, causing them with an electric potential difference.
HYPOTHESIS My hypothesis is that the stem of each plant will be attracted to the magnet. I think that the magnet will pull the plant's root causing it to grow away from the magnet. I base my hypothesis on my research that states that plants have different kinds of tropisms that attract to different things and cause the plant’s roots to grow downward. I also based it on the fact that magnets attract to some things and repel to other things. EXPERIMENT DESIGN The constants in this study are: How much water the plant receives How much soil is in the pot How much light the plant receives What the growing temperature is When the seed is planted How many seeds are planted in each pot Where each seed is planted How deep each seed is planted How big the pot is How far from the light the pot is The temperature of the water What time the light is turned off and on The manipulated variable is whether a magnet is being used and where the magnet is placed.
1, including stomata for gas exchange, and a layer of photosynthetic cells, which is the site of photosynthesis because they contain chloroplasts. [pic] Figure 1
Why? The type of plant so that the rate of photosynthesis is roughly the same. The lengths of the shoot as longer shoots use more photosynthesis. The volume of hydrogen carbonate indicator using a measuring cylinder The same concentration of indicator by taking it from the same batch The same lamp to keep the source of light at the same intensity Bung on tube so it cannot gain Co2 from the atmosphere/ no influence What things might affect the rate of photosynthesis? Temperature Surface area of leaf Choose one to investigate and plan an investigation.
Form structural components in cells and tissues. Photosynthesis is a complex series of reactions carried out by algae, phytoplankton, and the leaves in plants, which utilize the energy from the sun. The simplified version of this chemical reaction is to utilize carbon dioxide molecules from the air and water molecules and the energy from the sun to produce a simple sugar such as glucose and oxygen molecules as a
These amazing organisms are capable of capturing the energy of sunlight and fixing it in the form of potential chemical energy in organic compounds.” (Measuring the rate of photosynthesis) “Light is one of the main factors that affects the rate of photosynthesis, which literally means using light to create something new.” (What Are Three Factors That Affect the Rate Which Photosynthesis Occurs?) This experiment was to compare how the Elodea photosynthesized when absorbing different colors of light, and to measure the absorbance from 500 nm of wavelength to 750 nm. Based on three types of pigments that are present in plants: chlorophyll, carotenoids, and phycobilins, it was predicted that both of the rates of photosynthesis and the absorbance of different wavelengths were high under the colors of violet-blue or orange-red, while rates were low under the light color of green-yellow. Materials and Procedures: The materials used for this experiment were as follows: Elodea leaves (that have been kept in the dark), spinach leaves, blender, cheesecloth, spectrophotometer, cuvettes, beakers, large test tube, 5% sodium bicarbonate, Kimwipes, razor blade, tape, 100 mL graduated cylinder, graduated pipettes with rubber tubings, light source, ring stands and clamps, cellpphane paper. In activity 2a, green test tube was clamped to a ring stand, and filled three quarters to the top with 5% sodium bicarbonate.