Year 9 Photosynthesis

End of Unit Test

v Read the instructions at the beginning of each section (i.e. some

sections require you to write on the test paper, other sections require you to use a
separate sheet of paper).

v Note the marks allocated to each question.

v Please see the rubric attached for section D.

SECTION A Diagram Labels & Multiple Choice

v Answer ALL questions in this section.
1. Fill in the labels in the diagram below showing the main inputs and
outputs involved in photosynthesis.
(3 marks)

2. Write the balanced equation for photosynthesis using chemical

formulae (i.e. CO2, not carbon dioxide).
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(1 mark)
Summative Assessment Task
Hannah Cole

3. Photosynthesis initially requires:

a) ATP chemical-bond energy only
b) Heat energy
c) Light energy
d) Both heat and light energy
(1 mark)
4. CO2 enters and H2O vapor exits a leaf through the:
a) Stroma
b) Stomata
c) Roots
d) Porphyrin rings
(1 mark)
5. In photosynthesis, the waste byproduct is:
a) Oxygen
b) Carbon Dioxide
c) Glucose
d) Starch
(1 mark)
6. Photosynthesis relies on which coloured light mostly:
a) Green, infrared, and red
b) Green, red, and orange
c) Blue, violet, and red
d) Red, blue, and white
(1 mark)
7. Water is transported from the roots to the leaves for photosynthesis
via:
a) Stomata
b) Phloem
c) Thylakoids
d) Xylem
(1 mark)
8. During photosynthesis oxygen is released. This oxygen is produced
through the:
a) Splitting of CO2 molecules
b) ATP production
c) C6H12O6 production
d) Splitting of H2O molecules
(1 mark)
TOTAL MARKS:

Summative Assessment Task

Hannah Cole

/10

SECTION B Terminology & Concepts

v Answer 2 questions ONLY in this section.
v Use a separate sheet of paper.
Answer the following questions with reference to the terms listed below:
C6H12O6
CO2
H 2O
O2
ATP
NADPH
Autotroph
Heterotroph

Visible light energy

Cellulose
Starch
Mineral ions
Photosynthesis
Chloroplast
Light-dependent reactions
Light-independent reactions

Chlorophyll
Stomata
Thylakoid sacs
Xylem
Roots
Leaf
Grana
Cellular respiration

1. Define any 6 terms (referring to their role in plants/photosynthesis).

(6 marks)
2. Use 6 different terms (to those used in Q1) in one coherent paragraph.
(6 marks)
3. Use at least 16 terms to construct a concept map. Clearly label all the
linkages between them.
(6 marks)
4. Select 12 terms that can be paired because they are in some way
related. Ensure the relationship is clearly explained.
(6 marks)
TOTAL MARKS:

/12

Summative Assessment Task

Hannah Cole

SECTION C Short Answer Questions

v Answer 3 questions ONLY in this section.
v Use the space provided.
1. There are three potential ways that plants can utilise glucose after it
has been manufactured in the light-independent reaction.
a) Identify the three ways, and
b) What is the purpose of each of these?
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(4 marks)
2. Explain why, scientifically, plants are considered producers. What are
some alternative conceptions of why plants are considered producers?
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(4 marks)
3. Based on the three graphs below, evaluate which environment (i, ii, iii
or iv) would be the best for maximum photosynthesis. Explain your
answer. What are some implications of this in reality?
i. Desert
ii. Low canopy levels of a rainforest
iii. Controlled greenhouse with high CO2
iv. Suburban garden plant

Summative Assessment Task

Hannah Cole

a)

b)

c)

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(4 marks)
4.
a) Why could it be a problem for
students learning about
photosynthesis that the
second stage is referred to as
a dark reaction?
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(2 marks)
b) Photosynthesis occurs in any green parts of plants. Why does most
photosynthesis occur in the leaves?
______________________________________________________
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(2 marks)
5. Write two questions general society might have about photosynthesis
and answer them.
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Summative Assessment Task
Hannah Cole

______________________________________________________
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(4 marks)
6. Respiration is the opposite of photosynthesis. Do you agree? Justify
your opinion.
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(4 marks)
TOTAL MARKS:

/12

Summative Assessment Task

Hannah Cole

SECTION D Long Answer Questions

v Answer 1 question ONLY in this section.
v Use a separate sheet of paper.
v See the marking rubric attached.
1. Select two of the following items which convey an aspect of
photosynthesis: (1) diagram, (2) graph, and (3) concept map.
Note: you can choose to use 2 of the same type of item (e.g. 2 different graphs), or 2
different types of items (e.g. 1 diagram & 1 concept map), either option is fine.

a) Draw and label your two items.

b) Analyse how the concepts conveyed through the two selected
items relate, or how they can help explain each other.
c) Justify why it is important to understand the relationship
between these items.
(16 marks)
2. Design and create a super-photosynthesis plant (i.e. a plant with
exceptional photosynthetic potential). The overall chemical equation
must remain the same, but anything else can change. Consider the
design of your plant: (1) morphologically, (2) chemically, and (3)
environmentally.
a) Draw and label a picture.
b) Explain and justify your creation.
(16 marks)
3. Among general society oxygen production is often believed to be the
central purpose of photosynthesis.
a) Please suggest:
i. The purpose of photosynthesis from a scientific
perspective.
ii. The possible reasons for this alternative conception.
b) Evaluate these potential reasons, and justify what you believe to
be the fundamental cause.
(16 marks)
TOTAL MARKS: /16

Summative Assessment Task

Hannah Cole

Section D Marking Rubric

Comprehension of
photosynthesis
concepts. Ability to
see relationships
between concepts.
(6 marks)

Outstanding Work

Very Good Overall

Good Work Overall

Room For
Improvement

A Lot More Work

Needed

The students
response shows
sophisticated
comprehension of
photosynthesis
concepts. The
relationships
between various
concepts are
articulated to a very
high standard.

The students
response shows a
strong
comprehension of
photosynthesis
concepts. The
relationships
between various
concepts are
articulated to a high
standard.

The students
response shows a
basic
comprehension of
photosynthesis
concepts. The
relationships
between various
concepts are only
simply articulated.

Very limited
comprehension of
photosynthesis
concepts is evident
in the students
response. The
relationships
between various
concepts are not
articulated.

(2)

(1 / 0)

(6 / 5)

(4)

The students
response shows a
good
comprehension of
photosynthesis
concepts. The
relationships
between various
concepts are
articulated to a
reasonable
standard.

The student has

adequately
supported and
justified of their own
views and ideas, as
well as their overall
work.

The student has not

successfully
supported and
justified their own
views and ideas, as
well as their overall
work.

(2)

(1 / 0)

The creativity,
originality and
thoughtfulness of
the ideas presented
in the students work
are fairly good.

The creativity,
originality and
thoughtfulness of
the ideas presented
in the students work
are reasonable.

(3)

(2)

The creativity,
originality and
thoughtfulness of
the ideas presented
in the students work
are strongly
lacking.

(3)
Justification of their
own views, ideas
and overall work.
(5 marks)

The student has

highly
persuasively
supported and
justified their own
views and ideas, as
well as their overall
work.

The student has

convincingly
supported and
justified their own
views and ideas, as
well as their overall
work.

The student has

supported and
justified their own
views and ideas
quite well, as well
as their overall work.
(3)

(4)

(5)
Creativity, originality
and thoughtfulness
in their ideas and
perspectives.
(5 marks)

The creativity,
originality and
thoughtfulness of
the ideas presented
in the students work
are superb.
(5)

The creativity,
originality and
thoughtfulness of
the ideas presented
in the students work
are very
commendable.
(4)

OVERALL RESULT

14 16

12 13

(1 / 0)
10 11

8 9

7 or below

(out of 16 marks)

Summative Assessment Task

Hannah Cole

Post-Test Student Self-Evaluation

1. What is something you were unsure of on this test that you will go
home and investigate for yourself? When you have found the answer
please email it to me.
______________________________________________________
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2. What is one particular thing you felt confident with in this test?
______________________________________________________
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3. How did you feel overall about the test?

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Summative Assessment Task

Hannah Cole

Photosynthesis Test Answers

Section A
1. Light energy, carbon dioxide, water, mineral ions, glucose, cellulose,
oxygen.
2.
3.
4.
5.
6.
7.
8.

C
B
A
C
D
D

Section B
1. Marked individually
2. Marked individually
3. Marked individually. But similar linkages as in concept map below:

4. Marked individually
Section C
1. Starch (storage), cellulose (plant growth), glucose (cellular respiration)
2. Scientific view: they produce their own food (autotrophs). Societal view:
they produce oxygen, and they produce fruit/vegetables.
3. C is correct. Greenhouses create optimum CO2, temp and sunlight
environments. In reality, not so. Plants battle non-optimal

Summative Assessment Task

Hannah Cole

10

environmental conditions. Industrial-grade photosynthetic greenhouses

could be necessary eventually.
4.
a. Dark reactions happen in light also. Therefore reinforces
alternative conceptions.
b. Leaves have greatest surface area. Also, they have best sun
exposure (morphologically).
5. Marked individually.
6. In terms of equation, yes they are opposite, (they must show both
equations). Yet since they assist each other in reality, they dont
actually oppose each other, but are in fact have a relational reciprocity.
Section D
Marked according to the rubric above.

Summative Assessment Task

Hannah Cole

11