IB Biology - teaching & learning resources

Topic 8: Cell respiration and photosynthesis (10 hours)

8.1Cell respiration

5 hours

Assessment statement

Obj

Teacher’s notes

8.1.1

State that oxidation involves the loss of electrons from an element, whereas reduction involves a gain of electrons; and that oxidation frequently involves gaining oxygen or losing hydrogen, whereas reduction frequently involves losing oxygen or gaining hydrogen.

1

Plastercine activity with water & copper oxide.

8.1.2

Outline the process of glycolysis, including phosphorylation, lysis, oxidation and ATP formation.

2

In the cytoplasm, one hexose sugar is converted into two three-carbon atom compounds (pyruvate) with a net gain of two ATP and two NADH + H+.

Video intro to glycolysis

Glycolysis questions

8.1.3

Draw and label a diagram showing the structure of a mitochondrion as seen in electron micrographs.

1

8.1.4

Explain aerobic respiration, including the link reaction, the Krebs cycle, the role of NADH + H+, the electron transport chain and the role of oxygen.

3

In aerobic respiration (in mitochondria in eukaryotes), each pyruvate is decarboxylated (CO2 removed). The remaining two-carbon molecule (acetyl group) reacts with reduced coenzyme A, and, at the same time, one NADH + H+ is formed. This is known as the link reaction.

krebs cycle

In the Krebs cycle, each acetyl group (CH3CO) formed in the link reaction yields two CO2. The names of the intermediate compounds in the cycle are not required. Thus it would be acceptable to note: image2, and so on.

8.1.5

Explain oxidative phosphorylation in terms of chemiosmosis.

3

video about oxidative phosphorulation

8.1.6

Explain the relationship between the structure of the mitochondrion and its function.

3

Limit this to cristae forming a large surface area for the electron transport chain, the small space between inner and outer membranes for accumulation of protons, and the fluid matrix containing enzymes of the Krebs cycle.

 

8.2Photosynthesis

5 hours

Assessment statement

Obj

Teacher’s notes

8.2.1

Draw and label a diagram showing the structure of a chloroplast as seen in electron micrographs.

1

Chloroplast and absorption spectrum worksheet

8.2.2

State that photosynthesis consists of light-dependent and light-independent reactions.

1

These should not be called “light” and “dark” reactions.

8.2.3

Explain the light-dependent reactions.

3

Include the photoactivation of photosystem II, photolysis of water, electron transport, cyclic and non-cyclic photophosphorylation, photoactivation of photosystem I, and reduction of NADP+.

8.2.4

Explain photophosphorylation in terms of chemiosmosis.

3

8.2.5

Explain the light-independent reactions.

3

Include the roles of ribulose bisphosphate (RuBP) carboxylase, reduction of glycerate 3-phosphate (GP) to triose phosphate (TP), NADPH + H+, ATP, regeneration of RuBP, and subsequent synthesis of more complex carbohydrates.

TOK: The lollipop apparatus used to work out the biochemical details of the Calvin cycle shows considerable creativity. To what extent is the creation of an elegant protocol similar to the creation of a work of art?

8.2.6

Explain the relationship between the structure of the chloroplast and its function.

3

Limit this to the large surface area of thylakoids for light absorption, the small space inside thylakoids for accumulation of protons, and the fluid stroma for the enzymes of the Calvin cycle.

8.2.7

Explain the relationship between the action spectrum and the absorption spectrum of photosynthetic pigments in green plants.

3

A separate spectrum for each pigment (chlorophyll a, chlorophyll b, and so on) is not required.

8.2.8

Explain the concept of limiting factors in photosynthesis, with reference to light intensity, temperature and concentration of carbon dioxide.

3

TOK: This is an opportunity to discuss the need for very carefully controlled experiments. If we want to investigate the effect of one factor, all other factors that could have an influence must be controlled. In photosynthesis, the situation is relatively simple, and we can ensure that factors other than the one we are investigating are maintained at a constant and optimal level. In other areas, there are much greater problems. In the many investigations of human health, there are almost always complicating factors. For example, vegetarians have a longer life expectancy than meat eaters. We would be wrong to conclude that eating meat lowers life expectancy unless we could show that the only difference between the vegetarians and the meat eaters in our trial was the meat eating.

 

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