By the end of this section, you will be able to:Explain how plants absorb energy from sunlightDescribe short and long wavelengths of lightDescribe how and where photosynthesis takes place within a plant

By the end of this section, you will be able to:Explain how plants absorb energy from sunlightDescribe short and long wavelengths of lightDescribe how and where photosynthesis takes place within a plant

By the end of this section, you will be able to:Describe the Calvin cycleDefine carbon fixationExplain how photosynthesis works in the energy cycle of all living organisms

By the end of this section, you will be able to:Describe the Calvin cycleDefine carbon fixationExplain how photosynthesis works in the energy cycle of all living organisms

By studying key processes in the carbon cycle, such as photosynthesis, composting and anaerobic digestion, students learn how nature and engineers "biorecycle" carbon. Students are exposed to examples of how microbes play many roles in various systems to recycle organic materials and also learn how the carbon cycle can be used to make or release energy.

Students learn a simple technique for quantifying the amount of photosynthesis that occurs in a given period of time, using a common water plant (Elodea). They can use this technique to compare the amounts of photosynthesis that occur under conditions of low and high light levels. Before they begin the experiment, however, students must come up with a well-worded hypothesis to be tested. After running the experiment, students pool their data to get a large sample size, determine the measures of central tendency of the class data, and then graph and interpret the results.

This module provides an overview of the biogeochemical carbon cycle. Major sources and sinks of carbon are discussed as well as the impact of human activities on global carbon levels.

Students are introduced to the concept of energy cycles by learning about the carbon cycle. They will learn how carbon atoms travel through the geological (ancient) carbon cycle and the biological/physical carbon cycle. Students will consider how human activities have disturbed the carbon cycle by emitting carbon dioxide into the atmosphere. They will discuss how engineers and scientists are working to reduce carbon dioxide emissions. Lastly, students will consider how they can help the world through simple energy conservation measures.

In this seminar you will examine the path of carbon as it transforms from one molecule to the next in the processes of photosynthesis and cell respiration. You will accurately create the chemical equations of photosynthesis and cell respiration and further your practice by using comparison and contrast skills to explore the different types of respiration.StandardsBIO.A.3.1.1 Describe the fundamental roles of plastids (e.g., chloroplasts) and mitochondria in energy transformations.BIO.A.3.2.1 Compare and contrast the basic transformation of energy during photosynthesis and cellular respiration.BIO.A.3.2.2 Describe the role of ATP in biochemical reactions

In this unit, students look at the components of cells and their functions and discover the controversy behind stem cell research. The first lesson focuses on the difference between prokaryotic and eukaryotic cells. In the second lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. The third lesson continues students' education on cells in the human body and how (and why) engineers are involved in the research of stem cell behavior.

In this lesson, students learn about the basics of cellular respiration. They also learn about the application of cellular respiration to engineering and bioremediation. And, students are introduced to the process of bioremediation and several examples of how bioremediation is used during the cleanup of environmental contaminants.

Students are presented with a graph of atmospheric becomes CO² values from Mauna Loa Observatory, and are asked to explore the data by creating a trend line using the linear equation, and then use the equation to predict future becomes CO² levels. Students are asked to describe qualitatively what they have determined mathematically, and suggest reasons for the patterns they observe in the data. A clue to the reason for the data patterning can be deduced by students by following up this activity with the resource, Seasonal Vegetation Changes. The data graph and a student worksheet is included with this activity. This is an activity from Space Update, a collection of resources and activities provided to teach about Earth and space. Summary background information, data and images supporting the activity are available on the Earth Update data site.

This is information to be used for a General Biology I (or Introduction to Biology) course for non-science majors.

Seeing how light energy can excite electrons which can be used to create ATP and NADPH (with oxygen as a byproduct).

In this activity, students examine how to grow plants the most efficiently. They imagine that they are designing a biofuels production facility and need to know how to efficiently grow plants to use in this facility. As a means of solving this design problem, they plan a scientific experiment in which they investigate how a given variable (of their choice) affects plant growth. They then make predictions about the outcomes and record their observations after two weeks regarding the condition of the plants' stem, leaves and roots. They use these observations to guide their solution to the engineering design problem. The biological processes of photosynthesis and transpiration are briefly explained to help students make informed decisions about planning and interpreting their investigation and its results.

This 10-minute video lesson looks at the beginnings of life on Earth. Life and photosynthesis start to thrive in the Archean Eon. [Cosmology and Astronomy playlist: Lesson 39 of 85]

Students explore the science of microbial fuel cells (MFCs) by using a molecular modeling set to model the processes of photosynthesis and cellular respiration—building on the concept of MFCs that they learned in the associated lesson, “Photosynthesis and Cellular Respiration at the Atomic Level.” Students demonstrate the law of conservation of matter by counting atoms in the molecular modeling set. They also re-engineer a new molecular model from which to further gain an understanding of these concepts.

The dark reactions of photosynthesis (Calvin Cycle) are presented in this learning experience to show where these processes take place in the plant as well as the specific reactions involved.