Photosynthesis Overview (College Board AP® Biology): Study Guide

Cara Head

Written by: Cara Head

Reviewed by: Naomi Holyoak

Updated on

Photosynthesis & energy

  • Photosynthesis allows organisms to capture and store energy for use in biological processes

  • During photosynthesis light energy enables the conversion of simple, inorganic compounds into carbohydrates

    • Carbon dioxide (CO2), water (H2O) and light energy make carbohydrates and

      oxygen (O2)

    • The energy captured is stored within the bonds of these new organic compounds

    • The carbohydrates produced can be used in other biological processes (e.g. celluar respiration) or stored (e.g. as starch)

  • The simple equation for photosynthesis is:

Diagram of photosynthesis showing carbon dioxide and water converting to glucose and oxygen, with light and chlorophyll.
Chemical equation for photosynthesis: carbon dioxide and water produce glucose and oxygen using light and chlorophyll.
Photosynthesis captures energy from the sun and produces sugars

Examiner Tips and Tricks

Remember, energy is never created or destroyed; it is only ever converted from one form to another.

The evolution of photosynthesis

  • Photosynthesis first evolved in prokaryotic organisms, such as cyanobacteria

    • Prokaryotic photosynthetic pathways provided the foundation for the evolution of eukaryotic photosynthesis

Oxygenation of the atmosphere

  • Evidence indicates that Earth's atmosphere changed due to photosynthesis in early cyanobacteria

    • The first life forms emerged around 4 billion years ago; at the time, there was no oxygen in the atmosphere

    • About 3.5 billion years ago, cyanobacteria became the first organisms to carry out photosynthesis, beginning the release of oxygen into the atmosphere

    • Banded Iron Formations (BIFs): Dissolved iron II ions (Fe²⁺) in ancient oceans were oxidised to iron III ions (Fe³⁺) and precipitated as iron oxides; this requires free oxygen, which was gained from photosynthesis

    • Ancient stromatolites (layered microbial mats) are abundant and are often linked to cyanobacterial communities

    • The molecular structures of oxygenic photosynthesis (e.g. two photosystems, chlorophyll) are shared by cyanobacteria and modern chloroplasts

  • This evidence suggests that cyanobacterial oxygenic photosynthesis produced oxygen faster than sinks at the time (e.g., Fe²⁺) could consume it, leading to an oxygenated atmosphere

Prokaryotic photosynthesis

  • Prokaryotic photosynthetic pathways were the foundation of eukaryotic photosynthesis

    • An early eukaryote engulfed a cyanobacterium that became the chloroplast

    • The evidence suggests that chloroplasts are modified cyanobacteria inside eukaryotic cells, which matches what the endosymbiotic theory proposes

  • Key evidence for chloroplast evolution from a modified cyanobacterium

    • Double membrane

      • Engulfment would leave the cyanobacterium with its own inner membrane and an outer membrane from the eukaryote's engulfing vesicle

    • The features of a chloroplast are similar to those of prokaryotes:

      • Chloroplast genomes are circular, their ribosomes are 70S (not eukaryotic 80S), and they divide like bacteria

      • Photosystems I & II, thylakoid membranes, chlorophyll a closely match cyanobacteria

Chloroplasts & energy

  • Chloroplasts contain specific structural features that allow organisms to capture and store light energy

  • Two key structures are the stroma and thylakoids

Diagram of a chloroplast with labelled parts: outer and inner membranes, ribosomes, starch grain, stroma, granum, grana, and thylakoid.
The structure of a chloroplast

Chlorophyll and light absorption

  • The thylakoid membranes contain chlorophyll pigments organized into two photosystems, as well as electron transport proteins

  • Chlorophylls are photosynthetic pigments that absorb energy from light

  • Pigments are arranged in structures called photosystems, which are embedded in the internal thylakoid membranes of chloroplasts

    • Within a photosystem, different pigment molecules are positioned in funnel-like structures to absorb as much light energy as possible

  • There are two different types of photosystem:

    • photosystem I (PSI), also referred to as P700

      • The chlorophyll a in this system has a maximum absorption of light at 700 nm

    • photosystem II (PSII), also referred to as P680

      • The chlorophyll a in this system has a maximum absorption of light at 680 nm

  • As the chlorophylls absorb energy from light, their electrons are boosted to a higher energy level within photosystems I and II

  • High energy electrons are transferred between photosystems via the electron transport chain in the thylakoid membrane

    • PSII’s excited electrons travel along carriers toward PSI

    • Water then splits (photolysis), supplying electrons to replace those lost from PSII

Diagram of a chloroplast showing structures like stroma, grana, thylakoids, ribosomes, membranes, and a detailed view of photosystems and pigments.
Photosystems are embedded in the thylakoid membrane; they are light-harvesting clusters of photosynthetic pigments

Examiner Tips and Tricks

Try to avoid confusion between photosystem I and photosystem II - it is easy to think that PSI comes first when it is actually PSII that passes its electrons to PSI. PSI was discovered first, then PSII later. The names stuck, even though in linear flow, PSII acts before PSI.

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Cara Head

Author: Cara Head

Expertise: Biology & Psychology Content Creator

Cara graduated from the University of Exeter in 2005 with a degree in Biological Sciences. She has fifteen years of experience teaching the Sciences at KS3 to KS5, and Psychology at A-Level. Cara has taught in a range of secondary schools across the South West of England before joining the team at SME. Cara is passionate about Biology and creating resources that bring the subject alive and deepen students' understanding

Naomi Holyoak

Reviewer: Naomi Holyoak

Expertise: Biology Content Creator

Naomi graduated from the University of Oxford with a degree in Biological Sciences. She has 8 years of classroom experience teaching Key Stage 3 up to A-Level biology, and is currently a tutor and A-Level examiner. Naomi especially enjoys creating resources that enable students to build a solid understanding of subject content, while also connecting their knowledge with biology’s exciting, real-world applications.