Photosynthesis+Core

=Content representation for the topic 'Photosynthesis', Unit 3 Biologyinclude component="comments" page="Photosynthesis Core" limit="10" = sunlight is trapped by pigments such as chlorophylls || The inputs and outputs of photosynthesis. There are 2 stages in photosynthesis: the light dependent and the light-independent stages. Each occurs in different parts of the plant cell. || Plants are called autotrophs - they can manufacture their own 'energy molecules' directly from the sun. Other organisms need to eat plants in order to obtain their energy. Other organisms that are autotrophs include... || Energy is needed for all life's functions i.e. make and break other molecules in order to grow, reproduce, function. || Chemical energy is the energy stored in bonds between atoms in food. This is converted into ATP, which allows our body to do 'work', i.e. make and break other molecules in order to grow, reproduce, function. Energy is not created or destroyed, it changes from one form to another. Energy flows through biological systems || Chlorophylls (a and b) reside in the chloroplast. Pigments absorb light of some wavelengths and reflect others. Leaves look green because chlorophylls reflect green light,s while absorbing light in the red and blue parts of the spectrum. The chlorophyll molecule is a porphyrin ring, co-ordinated to a central atom. Similar to the heme group in hemoglobin, except that in heme the central atom is iron & in chlorophyll it is magnesium. Once pigment molecules are excited by the sun's energy, a chain of electron-transfer steps begins, resulting in the redox reaction between carbon dioxide and water, at the centre of photosynthesis. || It's associated with plants, so can seem boring! since. Equation can be misleading it appears as only a couple of simple steps whereas there are many steps involved in the process; equation summarises the many steps ||  ||   ||   || More chemistry! And even a bit of physics?! || students make a concept map using the terms crbohydrate, oxygen, light reaction, sunlight, water and stroma, plus up to 5 more terms that are necessary to explain in a complete way the chemical process of photosythesis. ||  ||   ||   || Role play / draw pictures / create an animation showing the transfer of energy from the sun, through chlorophyll, to the redox reaction. This should help make abstract ideas more concrete and easier to understand.
 * || Big Idea A: Plants convert light energy into chemical energy (sugar). || Big Idea B: The energy captured by plants is used by other organisms. || Big Idea C: All living things need energy. || Big Idea D: Energy comes in different forms, including chemical, light and heat. || Big Idea E:
 * What you intend the __students__ to learn about this idea. || The chemical equation of photosynthesis.
 * Why it is important for students to know this. || Linked with cellular respiration, understanding energy flows in ecosystems, illustrates how biomacromolecules are formed. || Understand the importance of plants and other autotrophs in ecosystems - environmental literacy. || Understand the similarities and connectedness of living things. || Understand why organisms need food. || Transfer of energy is at the heart of photosynthesis - knowing this big idea makes the concept less scary! Important to understand the origins of the energy (sugar) that power living systems, leading to appreciation of the concept of energy flow. ||
 * What else __you__ know about this idea (that you do not intend students to know yet) ||  ||   || complex processes associate with electron transfer reactions in energy production ||   ||   ||
 * Difficulties/limitations connected with teaching this idea. || It looks like chemistry! So can be 'scary'.
 * Other factors that influence your teaching of this idea. ||  ||   ||   ||   || Own understanding of chemistry. ||
 * Teaching procedures (and particular reasons for using these to engage with this idea). || students describe the pathway of a molecule of carbon dioxide from atmosphere around leaf to incorporation into CHO molecule.Helps to be able to see how students understand pathways and pocesses.

Peer teaching - explain to your partner how chlorophyll 'works'. Allows students to ask questions of each other, develop their understanding in collaboration. || Note which words are added and look for strong connections between terms which are exlained with words on the linking lines. ||  ||   ||   || Students explain how chlorophyll 'works'. ||
 * <span style="font-family: Verdana,Geneva,sans-serif;">Specific ways of ascertaining students' understanding or confusion around this idea (include likely range of responses). || Look for misconceptions, errors and confusions in sites and processes.