Includes Respiration, Photosynthesis and the Greenhouse Effect.

3. The ______________________ release of ________________ in the form of _____________ from _______________________________ in cells.

5. Identify the two components of the cell in which respiration takes place.

6. Distinguish between aerobic and anaerobic in terms of cell respiration.

8. Photosynthesis

10. Word:

11. Symbol

12. Glucose is a product of photosynthesis. It can be used directly in respiration, stored as starch or converted to glucose.

13. Distinguish between the functions of starch and cellulose.

14. Starch:

15. Cellulose:

16. Identify and outline the process of condensation to form a disaccharide.

17. Explain why a plant which is left in the dark for a long period of time will test negative for starch.

18. Light from the Sun is composed of a range of wavelengths (colours).

19. Outline the properties of these wavelengths of light:

20. Wavelength (nm)10-400400-500500-650700-8000.8-1000µmNameUltravioletInfra-redPhotosynthesis?NoNoVisible?NoYesYesYesNoEnergyVery HighLowFrequencyVery HighLow

21. State the name of the photosynthetic pigment and its location in green plants.

22. Name: ________________________Location: ______________________________

25. Explain how the rate of photosynthesis can be measured directly and indirectly.

26. Direct Measurement 1Product:Explanation:

27. Direct Measurement 2Product:Explanation:

28. Indirect MeasurementOutcome:Explanation:

29. Outline the effects of the following variables on the rate of photosynthesis.

30. Sketch and annotate a graph for each one.

31. Light intensityNote: light intensity is not the same as wavelength or frequency. Light intensity refers to the amount of light of a given wavelength which is available to the plant. Light intensity is high at the equator, in the summer or at midday. TemperatureCarbon dioxide concentration

33. http://earthguide.ucsd.edu/globalchange/keeling_curve/01.html

34. Describe the overall trend shown in the graph.

36. Anthropogenic:

37. Natural:

38. Identify three greenhouse gases other than carbon dioxide.

39. Explain the greenhouse effect with the aid of a diagram. Include short-wave and long-wave radiation.

40. Explain how increased atmospheric levels of greenhouse gases lead to an enhanced greenhouse effect.

41. Outline some of the possible consequences of a global temperature rise on arctic ecosystems.

42. Ice coverage:

43. Climate changes:

44. Niches:

45. Plant distributions:

46. Animal populations:

47. Outline the precautionary principle.

48. Describe how the precautionary principle can be applied to anthropogenic climate destabilisation.

49. Give two other examples of the precautionary principle in effect in Biology or Medicine.

50. Evaluate the precautionary principle as a justification for taking strong action in response to the threats posed by the enhanced greenhouse effect. What are some of the steps that we could take? This video might help: http://www.youtube.com/watch?v=mF_anaVcCXg

51. Take significant actionTake no actionGlobal climate destabilization is…TrueFalse

52. Conclusion:Works Cited BIBLIOGRAPHY 1. Allott, Andrew. IB Study Guide: Biology for the IB Diploma. s.l. : Oxford University Press, 2007. 978-0-19-915143-1.2. Mindorff, D and Allott, A. Biology Course Companion. Oxford : Oxford University Press, 2007. 978-099151240.3. Clegg, CJ. Biology for the IB Diploma. London : Hodder Murray, 2007. 978-0340926529.4. Campbell N., Reece J., Taylor M., Simon. E. Biology Concepts and Connections. San Fransisco : Pearson Benjamin Cummings, 2006. 0-8053-7160-5.5. Taylor, Stephen. Science Video Resources. [Online] Wordpress, 2010. http://sciencevideos.wordpress.com.6. Burrell, John. Click4Biology. [Online] 2010. http://click4biology.info/.7. IBO. Biology Subject Guide. [Online] 2007. http://xmltwo.ibo.org/publications/migrated/production-app2.ibo.org/publication/7/part/2/chapter/1.html.<br />Self Assessment:<br />Essential BiologyAssessmentCriterionComplete (2)Partially complete (1)SelfMrTPresentation & OrganisationNAComplete and neat. All command terms highlighted, tables and diagrams well presented. Academic HonestyNASources cited using the CSE (ISO 690 numerical) method, with Works Cited section complete and correct. Objective 1 understandingAll answers for the following command terms correct:Most answers for the following command terms correct:Define Draw Label List Measure StateObjective 2 understandingAll answers for the following command terms correct:Most answers for the following command terms correct:Annotate Apply Calculate Describe Distinguish Estimate Identify OutlineObjective3understandingAll answers for the following command terms correct:Most answers for the following command terms correct:Analyse Comment Compare Construct Deduce Derive Design Determine DiscussEvaluate Explain Predict Show Solve Sketch SuggestLogic, notation, mathematical workingNAAnswers are presented in a logical and concise manner. SI units used most times, with correct unit symbols and definitions of terms. All mathematical working shown.Further researchNAEvidence is apparent of research and reading beyond the textbook and presentations to find correct answers to challenging questions. If any questions are unanswered, this criterion scores zero. Total (max 10):<br />