Chapter 7: PHOTOSYNTHESIS

Total Page:16

File Type:pdf, Size:1020Kb

Chapter 7: PHOTOSYNTHESIS Chapter 7: PHOTOSYNTHESIS 1. Overview of Photosynthesis 2. The “Light” Reactions 3. The “Dark” Reactions 1. Overview of Photosynthesis What is Photosynthesis? The process of converting light energy (kinetic) into energy stored in the covalent bonds of glucose molecules (potential). Light energy 6 CO2 + 6 H2O C6H12O6 + 6 O2 Carbon dioxide Water PHOTOSYNTHESIS Glucose Oxygen gas • carried out by photoautotrophs • plants, phytoplankton, cyanobacteria (any photosynthetic organism) • the basis of almost all ecosystems • all “food energy” ultimately comes from the sun • source of all atmospheric oxygen (O2) Photosynthesis vs Respiration essentially the reverse of each other Photosynthesis occurs in Chloroplasts Leaf Cross Section Mesophyll Cell Leaf Chloroplast CO2 O2 Chloroplast The Chloroplast outer membrane inner membrane stroma thylakoid granum Photosynthesis consists of 2 sets of Reactions The light-dependent or “Light” Reactions: H2O CO2 • convert sunlight Chloroplast energy into Light chemical energy NADP+ (stored in ATP & ADP +P NADPH) CALVIN LIGHT CYCLE REACTIONS (in stroma) “Dark” Reactions (in thylakoids) ATP E (Calvin cycle): lec tro ns NADPH • use chemical energy from light reactions O Sugar to make glucose 2. Light-dependent (“Light”) Reactions Light Reactions occur in Thylakoids A variety of light-absorbing pigments & electron transport proteins are embedded within the thylakoid membrane The Pigments absorb “Visible” Light Chlorophyll a & b: • the major pigments (absorb red, blue…, reflect green) Carotenoids (e.g., β-carotene) • accessory pigments (absorb green, blue, reflect red, yellow) Absorption Range for each Pigment blue red Chlorophyll absorbs “non-green” light energy Light Reflected light • green light passes on through or is reflected, causing the leaves to appear green Absorbed Chloroplast light Transmitted light + - H2O ½ O2 + 2 H + 2 *e 1 PS I PS II 2 e- transport chain (ETC) pumps H+ into thylakoid 2 e- to PS II 4 NADPH PS I 3 ATP Synthase uses H+ flow to make ATP Light Energy absorbed by Pigments Fuels 4 General Steps of the “Light Reactions”: + - - 1) H2O split to O, 2 H & 2 high energy e (*e ) in PS II sunlight + - H2O O2 + H + *e 2) Energy released by a series of *e- transfers is used to generate H+ gradient • H+ accumulates inside the thylakoid membrane 3) H+ gradient used to make ATP (chemiosmosis) 4) *e- “re-energized” in PS I, passed on to NADP+ • *e- ends up in NADPH (an electron carrier) Analogy of e– Light reactions ATP e– e– NADPH e– e– e– Mill n o t makes o h ATP P e– n o t o h P Photosystem II Photosystem I Chloroplast Summary of the “Light” Reactions Stroma (low H+ concentration) H+ Light Light H+ ADP + P ATP H+ NADP+ + H+ NADPH H+ Thylakoid membrane H+ H+ H2O 1 + H + + O + 2 H+ H+ + H H 2 H H+ 2 H+ Photosystem II Electron Photosystem I ATP synthase transport chain H+ Thylakoid space (high H+ concentration) 3. Light-independent (“Dark”) Reactions The “Dark” Reactions A series of reactions called the Calvin cycle that synthesize glucose from CO2 and H2O: ATP, NADPH CO2 + H2O C6H12O6 (glucose) • uses energy stored in ATP and NADPH • produced by the light reactions • can occur in dark (doesn’t require light directly) • also occurs during daylight! • takes place in the stroma of chloroplasts • outside the thylakoids “Dark” Reactions Involves an anabolic pathway known as the Calvin cycle: Calvin cycle • endergonic reactions of this pathway are fueled by ATP & NADPH from the “light” reactions Don’t • resulting sugars can be memorize used as a source of this!! energy or to build other organic molecules Summary of Photosynthesis stroma Key Terms for Chapter 7 • photoautotroph • chloroplast, thylakoid, stroma • chlorophyll, carotenoids • ATP, NADPH • electron transport chain (ETC) • ATP synthase • Light reactions, dark reactions, Calvin cycle Relevant Review Questions: 1-6, 8-10, 12.
Recommended publications
  • 7.014 Handout PRODUCTIVITY: the “METABOLISM” of ECOSYSTEMS
    7.014 Handout PRODUCTIVITY: THE “METABOLISM” OF ECOSYSTEMS Ecologists use the term “productivity” to refer to the process through which an assemblage of organisms (e.g. a trophic level or ecosystem assimilates carbon. Primary producers (autotrophs) do this through photosynthesis; Secondary producers (heterotrophs) do it through the assimilation of the organic carbon in their food. Remember that all organic carbon in the food web is ultimately derived from primary production. DEFINITIONS Primary Productivity: Rate of conversion of CO2 to organic carbon (photosynthesis) per unit surface area of the earth, expressed either in terns of weight of carbon, or the equivalent calories e.g., g C m-2 year-1 Kcal m-2 year-1 Primary Production: Same as primary productivity, but usually expressed for a whole ecosystem e.g., tons year-1 for a lake, cornfield, forest, etc. NET vs. GROSS: For plants: Some of the organic carbon generated in plants through photosynthesis (using solar energy) is oxidized back to CO2 (releasing energy) through the respiration of the plants – RA. Gross Primary Production: (GPP) = Total amount of CO2 reduced to organic carbon by the plants per unit time Autotrophic Respiration: (RA) = Total amount of organic carbon that is respired (oxidized to CO2) by plants per unit time Net Primary Production (NPP) = GPP – RA The amount of organic carbon produced by plants that is not consumed by their own respiration. It is the increase in the plant biomass in the absence of herbivores. For an entire ecosystem: Some of the NPP of the plants is consumed (and respired) by herbivores and decomposers and oxidized back to CO2 (RH).
    [Show full text]
  • Lecture 29 Spring 2007
    Geol. 656 Isotope Geochemistry Lecture 29 Spring 2007 ISOTOPE FRACTIONATION IN THE BIOSPHERE INTRODUCTION As we noted, biological processes often involve large isotopic fractionations. Indeed, biological proc- esses are the most important cause of variations in the isotope composition of carbon, nitrogen, and sul- fur. For the most part, the largest fractionations occur during the initial production of organic matter by the so-called primary producers, or autotrophs. These include all plants and many kinds of bacteria. The most important means of production of organic matter is photosynthesis, but organic matter may also be produced by chemosynthesis, for example at mid-ocean ridge hydrothermal vents. Large frac- tions of both carbon and nitrogen occur during primary production. Additional fractionations also oc- cur in subsequent reactions and up through the food chain as hetrotrophs consume primary producers, but these are generally smaller. CARBON ISOTOPE FRACTIONATION DURING PHOTOSYNTHESIS The most important of process producing isotopic fractionation of carbon is photosynthesis. As we earlier noted, photosynthetic fractionation of carbon isotopes is primarily kinetic. The early work of Park and Epstein (1960) suggested fractionation occurred in several steps. Subsequent work has eluci- dated the fractionations involved in these steps, which we will consider in more detail here. For terrestrial plants (those utilizing atmospheric CO2), the first step is diffusion of CO2 into the boundary layer surrounding the leaf, through the stomata, and internally in the leaf. The average δ13C of various species of plants has been correlated with the stomatal conductance (Delucia et al., 1988), in- dicating that diffusion into the plant is indeed important in fractionating carbon isotopes.
    [Show full text]
  • Thermophilic Lithotrophy and Phototrophy in an Intertidal, Iron-Rich, Geothermal Spring 2 3 Lewis M
    bioRxiv preprint doi: https://doi.org/10.1101/428698; this version posted September 27, 2018. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY-NC-ND 4.0 International license. 1 Thermophilic Lithotrophy and Phototrophy in an Intertidal, Iron-rich, Geothermal Spring 2 3 Lewis M. Ward1,2,3*, Airi Idei4, Mayuko Nakagawa2,5, Yuichiro Ueno2,5,6, Woodward W. 4 Fischer3, Shawn E. McGlynn2* 5 6 1. Department of Earth and Planetary Sciences, Harvard University, Cambridge, MA 02138 USA 7 2. Earth-Life Science Institute, Tokyo Institute of Technology, Meguro, Tokyo, 152-8550, Japan 8 3. Division of Geological and Planetary Sciences, California Institute of Technology, Pasadena, CA 9 91125 USA 10 4. Department of Biological Sciences, Tokyo Metropolitan University, Hachioji, Tokyo 192-0397, 11 Japan 12 5. Department of Earth and Planetary Sciences, Tokyo Institute of Technology, Meguro, Tokyo, 13 152-8551, Japan 14 6. Department of Subsurface Geobiological Analysis and Research, Japan Agency for Marine-Earth 15 Science and Technology, Natsushima-cho, Yokosuka 237-0061, Japan 16 Correspondence: [email protected] or [email protected] 17 18 Abstract 19 Hydrothermal systems, including terrestrial hot springs, contain diverse and systematic 20 arrays of geochemical conditions that vary over short spatial scales due to progressive interaction 21 between the reducing hydrothermal fluids, the oxygenated atmosphere, and in some cases 22 seawater. At Jinata Onsen, on Shikinejima Island, Japan, an intertidal, anoxic, iron- and 23 hydrogen-rich hot spring mixes with the oxygenated atmosphere and sulfate-rich seawater over 24 short spatial scales, creating an enormous range of redox environments over a distance ~10 m.
    [Show full text]
  • Lecture 7 - the Calvin Cycle and the Pentose Phosphate Pathway
    Lecture 7 - The Calvin Cycle and the Pentose Phosphate Pathway Chem 454: Regulatory Mechanisms in Biochemistry University of Wisconsin-Eau Claire 1 Introduction The Calvin cycle Text The dark reactions of photosynthesis in green plants Reduces carbon from CO2 to hexose (C6H12O6) Requires ATP for free energy and NADPH as a reducing agent. 2 2 Introduction NADH versus Text NADPH 3 3 Introduction The Pentose Phosphate Pathway Used in all organisms Glucose is oxidized and decarboxylated to produce reduced NADPH Used for the synthesis and degradation of pentoses Shares reactions with the Calvin cycle 4 4 1. The Calvin Cycle Source of carbon is CO2 Text Takes place in the stroma of the chloroplasts Comprises three stages Fixation of CO2 by ribulose 1,5-bisphosphate to form two 3-phosphoglycerate molecules Reduction of 3-phosphoglycerate to produce hexose sugars Regeneration of ribulose 1,5-bisphosphate 5 5 1. Calvin Cycle Three stages 6 6 1.1 Stage I: Fixation Incorporation of CO2 into 3-phosphoglycerate 7 7 1.1 Stage I: Fixation Rubisco: Ribulose 1,5- bisphosphate carboxylase/ oxygenase 8 8 1.1 Stage I: Fixation Active site contains a divalent metal ion 9 9 1.2 Rubisco Oxygenase Activity Rubisco also catalyzes a wasteful oxygenase reaction: 10 10 1.3 State II: Formation of Hexoses Reactions similar to those of gluconeogenesis But they take place in the chloroplasts And use NADPH instead of NADH 11 11 1.3 State III: Regeneration of Ribulose 1,5-Bisphosphosphate Involves a sequence of transketolase and aldolase reactions. 12 12 1.3 State III:
    [Show full text]
  • Interactions Between Photosynthesis and Respiration in an Aquatic Ecosystem
    Interactions between Photosynthesis and Respiration in an Aquatic Ecosystem Jane E. Caldwell and Kristi Teagarden 53 Campus Drive, P.O. Box 6057 Dept. of Biology West Virginia University Morgantown, WV 26506 [email protected] (304)293-5201 extension 31459 [email protected] (304)293-5201 extension 31542 Abstract: Students measure the results of respiration and photosynthesis separately, combined, and in comparison to a non-living control “ecosystem”. The living ecosystem uses only snails and water plants. Oxygen, carbon dioxide, and ammonia nitrogen concentrations are measured with simple colorimetric and titration water tests using commercially available kits. The exercise is designed for large enrollment non-majors labs, but modifications for large and small classrooms are described. Introduction This lab exercise was developed for a freshman course for non-science majors at West Virginia University. The exercise asks students to apply their knowledge of basic metabolic processes to a series of simple aquatic ecosystems, which students monitor through water testing. These ecosystems consist of aquaria containing plants and/or snails with or without light exposure, and are compared against a non-living control system (an aquarium with water, light, and gravel). As they analyze their results, students observe the interplay of respiration, photosynthesis, protein digestion (or waste excretion), and decomposition through their effects on dissolved oxygen, carbon dioxide, and ammonia. Students synthesize these observations into written explanations of their results. During the course of the lab, students: • predict the relative levels of oxygen, carbon dioxide, and ammonia for various aquaria compared to a control aquarium. • observe and conduct titrimetric and colorimetric tests for dissolved compounds in water.
    [Show full text]
  • BIOLOGICAL SCIENCE FIFTH EDITION Freeman Quillin Allison 10
    BIOLOGICAL SCIENCE FIFTH EDITION Freeman Quillin Allison 10 Lecture Presentation by Cindy S. Malone, PhD, California State University Northridge © 2014 Pearson Education, Inc. Roadmap 10 In this chapter you will learn how Photosynthesis links life to the power of the Sun by previewing by examining Conversion of light How photosynthetic pigments energy into chemical capture light energy 10.2 energy 10.1 then looking closer at Energy flow and ATP Photosystem II production10.3 Photosystem I and exploring CO2 fixation and reduction to The Calvin cycle form sugars 10.4 © 2014 Pearson Education, Inc. ▪ Photosynthesis – Is the process of using sunlight to produce carbohydrate – Requires sunlight, carbon dioxide, and water – Produces oxygen as a by-product ▪ The overall reaction when glucose is the carbohydrate: 6 CO2 6 H2O light energy C6H12O6 6 O2 © 2014 Pearson Education, Inc. ▪ Photosynthesis contrasts with cellular respiration – Photosynthesis is endergonic – Reduces CO2 to sugar – Cellular respiration is exergonic – Oxidizes sugar to CO2 Electrons are Electrons are pulled __________; pulled _______________; C is _________ O is _________ Potential energy increases 6 CO2 6 H2O Input of 6 O2 (carbon dioxide) (water) energy Glucose (oxygen) © 2014 Pearson Education, Inc. ▪ Light-dependent reactions – Produce O2 from H2O ▪ Calvin cycle reactions – Produce sugar from CO2 ▪ The reactions are linked by electrons – Released in the light-dependent reactions – When water is split to form oxygen gas – Then transferred to the electron carrier NADP+, forming NADPH © 2014 Pearson Education, Inc. ▪ The Calvin cycle Figure 10.2 then uses Sunlight (Light – These electrons energy) – The potential Light- energy in ATP capturing reactions – To reduce CO2 to (Chemical make sugars energy) Calvin cycle (Chemical energy) © 2014 Pearson Education, Inc.
    [Show full text]
  • AP Biology-00001310.Cdr
    ® INTERNATIONAL ACADEMY OF SCIENCE Acellus AP Biology AP Biology Course Curriculum Unit 1 - Evolution Drives the Diversity and Unity of Life 46 Photosystems 1 Intro to AP Biology 47 Photophosphorylation 2 Nature of Science 48 Carbon Fixation (or Calvin Cycle) 3 Evidence for Evolution 49 Putting It Together - Photosynthesis and Respiration 4 Natural Selection - Descent with Modification 50 Feedback Mechanisms 5 Hardy - Weinberg Theorem 51 Cell Communication 6 Hardy - Weinberg Equilibrium Unit 6 - The Cell Cycle 7 Biological Evolution 52 Why Do Cells Divide? 8 Phylogeny - Evolutionary History 53 Origin of the Cell Cycle 9 Modern Synthesis Theory of Evolution 54 Chromosome Structure Unit 2 - Water Potential 55 Phases of the Cycle 10 Abiogenesis 56 Lab: Cell Division - Part I 11 Properties of Water 57 Lab: Cell Division - Part II 12 Organic Molecules 58 Variances in the Cell Cycle 13 Origin of Cells 59 Control of the Cell Cycle 14 Endosymbiosis 60 Uncontrolled Cell Cycle 15 Characteristics of Life 61 Lab: Cell Division - Part III 16 Cell Membranes - Structure Unit 7 - Mitosis and Meiosis 17 Selective Permeability 62 Two Types of Cell Reproduction 18 Diffusion and Cell Size 63 Meiosis Overview 19 Water Potential - Concentration Gradient 64 The Phases of Meiosis 20 Lab: Water Potential 65 Meiosis and Genetic Variation Unit 3 - Cell Structure 66 Lab: Cell Division - Part IV 21 Basic Cell Structure 67 Lab: Cell Division - Part V 22 Prokaryotes 68 Meiosis and Gamete Formation 23 Eukaryotes Unit 8 - History of Genetics 24 Mitochondria and Chloroplasts
    [Show full text]
  • Photosynthesis and Respiration
    HIGH SCHOOL LIFE SCIENCE: PHOTOSYNTHESIS AND RESPIRATION Standards Bundle Standards are listed within the bundle. Bundles are created with potential instructional use in mind, based upon potential for related phenomena that can be used throughout a unit. HS-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. (SEP: 2; DCI: LS1.C; CCC: Systems, Energy/Matter) [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.] HS-LS1-7 Use a model of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process in which the bonds of food molecules are broken, the bonds of new compounds are formed, and a net transfer of energy results. (SEP: 2; DCI: LS1.C; CCC: Energy/Matter)[Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. (SEP: 2; DCI: LS2.B, PS3.D; CCC: Systems) [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.] Content Overview This section provides a generic overview of the content or disciplinary core ideas as an entry point to the standards.
    [Show full text]
  • Photorespiration
    Arjun Adhikari, Asst. Prof. M.C. College, Barpeta Photorespiration Photorespiration is a wasteful pathway that competes with the Calvin cycle. It begins when rubisco acts on oxygen instead of carbon dioxide. RuBP oxygenase-carboxylase (rubisco ), a key enzyme in photosynthesis. In the process of carbon fixation , rubisco incorporates carbon dioxide into an organic molecule during the first stage of the Calvin cycle . Rubisco is so important to plants that it makes upto 30% percent or more of the soluble protein in a typical plant leaf. But rubisco also has a major flaw: instead of always using CO 2 as a substrate, it sometimes picks up O2 instead. This side reaction initiates a pathway called photorespiration , which, rather than fixing carbon, actually leads to the loss of already -fixed carbon as CO 2. Photorespiration wastes energy and decreases sugar synthesis, so when rubisco initiates this pathway, it's committing a serious molecular mess. Rubisco binds to either CO 2 or O2 As we know , the enzyme rubisco can use either CO 2 or O2 as a substrate. Rubisco adds whichever molecule it binds to a five -carbon compound called ribulose -1,5-bisphosphate (RuBP). The reaction that uses CO 2 is the first step of the Calvin cycle and leads to the production of sugar. The reaction that uses O2 is the first step o f the photorespiration pathway, which wastes energy and "undoes" the work of the Calvin cycle . When a plant has its stomata, or leaf pores, open CO 2 diffuses in, O2 and water vapor diffuse out, and photorespiration is minimized.
    [Show full text]
  • History of Microbiology: Spontaneous Generation Theory
    HISTORY OF MICROBIOLOGY: SPONTANEOUS GENERATION THEORY Microbiology often has been defined as the study of organisms and agents too small to be seen clearly by the unaided eye—that is, the study of microorganisms. Because objects less than about one millimeter in diameter cannot be seen clearly and must be examined with a microscope, microbiology is concerned primarily with organisms and agents this small and smaller. Microbial World Microorganisms are everywhere. Almost every natural surface is colonized by microbes (including our skin). Some microorganisms can live quite happily in boiling hot springs, whereas others form complex microbial communities in frozen sea ice. Most microorganisms are harmless to humans. You swallow millions of microbes every day with no ill effects. In fact, we are dependent on microbes to help us digest our food and to protect our bodies from pathogens. Microbes also keep the biosphere running by carrying out essential functions such as decomposition of dead animals and plants. Microbes are the dominant form of life on planet Earth. More than half the biomass on Earth consists of microorganisms, whereas animals constitute only 15% of the mass of living organisms on Earth. This Microbiology course deals with • How and where they live • Their structure • How they derive food and energy • Functions of soil micro flora • Role in nutrient transformation • Relation with plant • Importance in Industries The microorganisms can be divided into two distinct groups based on the nucleus structure: Prokaryotes – The organism lacking true nucleus (membrane enclosed chromosome and nucleolus) and other organelles like mitochondria, golgi body, entoplasmic reticulum etc. are referred as Prokaryotes.
    [Show full text]
  • Forest Production Ecology • Objectives – Overview of Forest Production Ecology • C Cycling – Primary Productivity of Trees and Forest Ecosystems
    Forest Production Ecology • Objectives – Overview of forest production ecology • C cycling – Primary productivity of trees and forest ecosystems … ecologists and ecosystem managers are unlikely to achieve desired management objectives unless they are familiar with the distribution and movements of energy that are responsible for the character and productivity of ecosystems under their management. (Kimmins 2004) – First: questions, take-home points, things you learned, etc. from reading assignment 1 Forest Production Ecology • Why should you care about C cycling? – C is the energy currency of all ecosystems • Plant (autotrophic) production is the base of almost all food/energy pyramids • Underlies all ecosystem goods & services – Plant C cycling, to a large extent, controls atmospheric CO2 concentrations (i.e., climate) • 3-4x as much C in terrestrial ecosystems as the atmosphere • Forests account for ~80% of global plant biomass and ~50% of global terrestrial productivity – C is fundamental to soil processes (i.e., SOM) • Belowground resources are a primary control over all ecosystem processes 2 Forest Production Ecology •Global Carbon Cycle ≈ “Breathing” of Earth 3 Forest Production Ecology • C enters via photosynthesis The C Bank Account 1. Gross Primary Production (GPP) •Total C input via photosynthesis 2. Accumulates in ecosystems (C pools/storage) as: (a) plant biomass; (b) SOM & microbial biomass; or (c) animal biomass 3. Returned to the atmosphere via: (a) respiration (R; auto- or hetero-trophic); (b) VOC emissions; or (c) disturbance Chapin et al. (2011) 4. Leached from or transferred laterally to another ecosystem Forest Production Ecology • Keys to understanding biological C cycling 1. Pools (storage) vs. fluxes (flows) of C • Live and dead (detrital) biomass • Above- and belowground 2.
    [Show full text]
  • A. Calvin Cycle Discussion on Biology-Online.Org's Forum
    Cordova's Finding: Affirming NSF's Definition of Francis K. Fong's Discovery of Margerum's Work of Fiction that Begot the Calvin Cycle and its Z scheme A. Calvin Cycle Discussion on Biology-Online.Org's Forum This post complements NSFfunding.com's Website on Calvin cycle, the dark reactions in photosynthesis. There is an interesting discussion on biology-online.org/biology-forum under the title, "the Calvin cycle???help please." First, the universally accepted interpretation of the Calvin cycle is described: "NADPH is actually electron provided and made blablabla, not hydrogen. And last, but not least this triose called glyceraldehyde phosphate is primarily recycled, that's why is it called 'The Calvin CYCLE,' and why it can work all the time - Just a minor part is transformed to hexose (primarily fructose), the rest has nothing to do with the Calvin cycle." Then, Biology-Online.Org's discussion departs from the accepted interpretation, in that Melvin Calvin, to whom is attributed the Calvin cycle, or the dark reactions in photosynthesis, had nothing to do with the Calvin cycle. The reason is because Calvin and his group at Berkeley published, in their original papers, findings from their C-14 tracer experiments that the "triose called glyceraldehyde phosphate is NOT recycled." Calvin et al reported a carboxylation reaction in photosynthesis which is neither dark nor cyclic, but a photoreductive reaction. The CO2 assimilated from the air by the RuBP (ribulose bisphosphate) results in reductive splitting of the 6-C intermediate into one molecule of PGA (phosphoglycerate) and the other a triose, glyceraldehyde phosphate, which condenses to make glucose and, then, starch.
    [Show full text]