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828 Explain the concept of limiting factors in photosynthesis
This process is also affected by the temperature surrounding the plant (the species of plant we experimented with, pond weed, photosynthesised best at around 20 degrees centigrade.) Light, temperature & CO2 are known as limiting factors, and each is as important as the next in photosynthes...
A limiting factor is a factor that controls a process. Light intensity, temperature and carbon dioxide concentration are all factors which can control the rate of photosynthesis. Usually, only one of these factors will be the limiting factor in a plant at a certain time. This is the factor which is the furthest from its optimum level at a particular point in time. If we change the limiting factor the rate of photosynthesis will change but changes to the other factors will have no effect on the rate. If the levels of the limiting factor increase so that this factor is no longer the furthest from its optimum level, the limiting factor will change to the factor which is at that point in time, the furthest from its optimum level. For example, at night the limiting factor is likely to be the light intensity as this will be the furthest from its optimum level. During the day, the limiting factor is likely to switch to the temperature or the carbon dioxide concentration as the light intensity increases.
Why is water not a limiting factor for rate of photosynthesis?
I would also give my self a longer time to
do the experiment in so I could get an even more reliable graph with a
limiting factor which could back up my evidence of photosynthesis.
So how can these factors have an effect on the rate of photosynthesis? Lets start off with the light intensity. When the light intensity is poor, there is a shortage of ATP and NADPH, as these are products from the light dependent reactions. Without these products the light independent reactions can't occur as glycerate 3-phosphate cannot be reduced. Therefore a shortage of these products will limit the rate of photosynthesis. When the carbon dioxide concentration is low, the amount of glycerate 3-phosphate produced is limited as carbon dioxide is needed for its production and therefore the rate of photosynthesis is affected. Finally, many enzymes are involved during the process of photosynthesis. At low temperatures these enzymes work slower. At high temperatures the enzymes no longer work effectively. This affects the rate of the reactions in the Calvin cycle and therefore the rate of photosynthesis will be affected.
Lab 12: Dissolved Oxygen - Pearson - The Biology Place
When sea levels rise as dramatically as they did in the Cretaceous, coral reefs will be buried under rising waters and the ideal position, for both photosynthesis and oxygenation, is lost, and reefs can die, like burying a tree’s roots. About 125 mya, reefs made by , which thrived on , began to displace reefs made by stony corals. They may have prevailed because they could tolerate hot and saline waters better than stony corals could. About 116 mya, an , probably caused by volcanism, which temporarily halted rudist domination. But rudists flourished until the late Cretaceous, when they went extinct, perhaps due to changing climate, although there is also evidence that the rudists . Carbon dioxide levels steadily fell from the early Cretaceous until today, temperatures fell during the Cretaceous, and hot-climate organisms gradually became extinct during the Cretaceous. Around 93 mya, , perhaps caused by underwater volcanism, which again seems to have largely been confined to marine biomes. It was much more devastating than the previous one, and rudists were hit hard, although it was a more regional event. That event seems to have , and a family of . On land, , some of which seem to have , also went extinct. There had been a decline in sauropod and ornithischian diversity before that 93 mya extinction, but it subsequently rebounded. In the oceans, biomes beyond 60 degrees latitude were barely impacted, while those closer to the equator were devastated, which suggests that oceanic cooling was related. shows rising oxygen and declining carbon dioxide in the late Cretaceous, which reflected a general cooling trend that began in the mid-Cretaceous. Among the numerous hypotheses posited, late Cretaceous climate changes have been invoked for slowly driving dinosaurs to extinction, in the “they went out with a whimper, not a bang” scenario. However, it seems that dinosaurs did go out with a bang. A big one. Ammonoids seem to have been brought to the brink with nearly marine mass extinctions during their tenure on Earth, and it was no different with that late-Cretaceous extinction. Ammonoids recovered once again, and their lived in the late Cretaceous, but the end-Cretaceous extinction marked their final appearance as they went the way of and other iconic animals.
The Triassic began hot and ended hot, and the Jurassic and Cretaceous were also hot, so staying warm was not a significant issue for dinosaurs. stayed cool by becoming aquatic, and for land-based dinosaurs, features such as plates apparently replaced the sails of for both heating and cooling, and like the synapsid sail, those plates may have also been used for display. Also, like the cliché, many large herbivorous dinosaurs lived near cooling swamps, although the issue has been controversial. Cooling swamps and protective water holes that we see in the tropics today were a major aspect of Mesozoic landscapes. But the thermoregulatory aspect that most work is directed toward today is how dinosaurs kept warm. There is compelling evidence that dinosaurs regulated their body temperature in myriad ways, including internal chemistry. All bipedal animals today are endotherms and they all have four-chambered hearts, as dinosaurs did. , dinosaurs living near the poles (, ), and of dinosaur bones all support the idea that , but one of the more intriguing areas is that of . Like tree rings, bones have seasonal growth rings and they have been read for many dinosaur fossils. They have been used to determine dinosaurian life expectancies. could live to be about 30, giant could live to be 50, and smaller dinosaurs, as with smaller mammals, lived shorter lives. The tiny ones only lived three-to-four years and the mid-sized ones lived seven-to-fifteen years. Growth rates also provide thermoregulation evidence. Tyrannosaurs had juvenile growth spurts and largely stopped growing as adults, and sauropods had growth rates equivalent to today’s whales, which are Earth’s fastest growing animals. But there is also evidence of ectothermic dynamics. The great size of dinosaurs would have led to relatively easy ways to stay warm, as large animals have a greater mass-to-surface area ratio, like the way in which . Also, in the generally hot Mesozoic times, staying warm would have been fairly easy, particularly for huge dinosaurs.
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IB Biology Notes - 8.2 Photosynthesis
A) sunlight concentration B) temperature C) chlorophyll concentration D) carbon dioxide availability Effects of the variables and there concentrations: The amount of sunlight will decide the rate of photosynthesis as there will be a an increased rate of photosynthesis due to the increased availability of photons of light....
The Characteristics, Equation and Stages of Photosynthesis
Prediction : I predict that as I increase the distance between the light source and the Canadian Pondweed (reducing the light intensity), the volume of oxygen produced within the time limit (the measure of the rate of photosynthesis) will decrease.
Free rate of photosynthesis Essays and Papers
This topic will outline how the rate of photosynthesis can be reduced and inversely how we can increase the growth of a plant by addressing these limiting factors.
Free rate of photosynthesis papers, essays, and research papers.
In the oceans most surface water is separated from bottom water by a thermocline (seasonal in temperature and marginal polar regions, constant in tropics) which means that once surface nutrients get used up (by the plants there) they become a limiting factor for the growth of new plants.
Plants make their own food thru the process of photosynthesis
After learning about the photosynthesis process students will learn about how the rate of photosynthesis can be reduced by lowering the availability of a limiting factor.
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