C1.3 Photosynthesis

Photosynthesis converts light energy into chemical energy by using pigments, thylakoid reactions and Calvin-cycle carbon fixation to build organic compounds from carbon dioxide.

Syllabus
First assessment 2025
Topic
C1.3
Level
HL

Photosynthesis Converts Light into Chemical Energy

Photosynthesis captures light energy and stores it as chemical energy in organic molecules.

Pigments absorb photons and excite electrons; electron transfer creates ATP and reduced NADP, which then drive carbon fixation. The process depends on light, pigments, membranes, water, carbon dioxide and suitable conditions.

Trace the energy conversion:

  • photon absorbed by pigment
  • electron transfer and proton gradient
  • ATP and reduced NADP formed
  • carbon compounds synthesized

A leaf exposed to light can use ATP and reduced NADP from the thylakoid reactions to build carbohydrate in the stroma.

Light provides energy but is not itself converted directly into glucose molecules.

Light energy → chemical energy

Assessment in practice

1–7 marks
How it is assessed

This objective is assessed through structured response, commonly using Identify / State / Outline.

Command terms

Identify / State / Outline / Describe / Explain / Distinguish

What earns marks

Build the answer around this relationship: Chlorophyll and other pigments absorb light energy inside chloroplasts.

Representative question

Question 1

[Maximum number: 8]

Explain the processes by which light energy is converted into chemical energy.

Photosynthesis equation and oxygen

Simple source-flow diagram for the photosynthesis equation. Show CO2 flowing to the carbon skeleton of glucose/carbohydrate; H2O splitting into hydrogen used to reduce CO2 and oxygen released as O2; light energy shown as the input that drives the process.

The overall photosynthesis equation shows carbon dioxide and water converted to carbohydrate using light energy: 6CO₂ + 6H₂O → C₆H₁₂O₆ + 6O₂. Carbon dioxide supplies the carbon skeleton and is reduced using hydrogen derived from water. Oxygen is released when water is split by photolysis in the light-dependent reactions, not directly from CO₂. Glucose represents a carbohydrate product; the products can be used to make starch, sucrose and other organic compounds.

  • Word equation: carbon dioxide + water → glucose + oxygen, using light energy.
  • Symbol equation: 6CO₂ + 6H₂O → C₆H₁₂O₆ + 6O₂.
  • O₂ comes from photolysis of H₂O.
  • Plants, algae and cyanobacteria perform oxygenic photosynthesis.

CO₂ → glucose

Assessment in practice

1–4 marks
How it is assessed

This objective is assessed through structured response, commonly using State / Outline / Predict.

Command terms

State / Outline / Predict / Suggest

What earns marks

Build the answer around this relationship: Carbon dioxide is the source of carbon for photosynthetic carbohydrates.

Representative question

Question 1

[Maximum number: 4]

Outline how photosynthesis produces glucose.

Oxygen as by-product

Assessment in practice

1 marks
How it is assessed

This objective is assessed through multiple choice, commonly using State.

Command terms

State

What earns marks

Build the answer around this relationship: Photolysis splits water during the light-dependent reactions.

Representative question

Question 1

[Maximum number: 1]

Which group(s) produce(s) oxygen as a by-product of photosynthesis?

I. Algae
II. Cyanobacteria
III. Fungi

A

I only

B

I and II only

C

II and III only

D

I, II and III

Pigments Separate by Solubility and Polarity

Photosynthetic pigments can be separated and identified because they differ in solubility in the mobile solvent and attraction to the stationary phase.

Extract pigments, place a small concentrated spot on paper or a thin-layer plate, keep the spot above the solvent, allow the solvent front to rise, then mark the solvent front immediately and observe the separated bands.

Rf=distancetravelledbypigment÷distancetravelledbysolventfrontRf = distance travelled by pigment ÷ distance travelled by solvent front

If a pigment travels 4.2 cm while the solvent front travels 6.0 cm, Rf = 4.2 ÷ 6.0 = 0.70. Identify a pigment using both its colour and an Rf reference obtained with the same solvent and stationary phase.

Rf has no unit and normally lies between 0 and 1. It depends on the solvent and stationary phase, so an Rf from different conditions is not a secure identification; band distance alone is not pigment abundance.

Photosynthetic pigment separation

Assessment in practice

1–2 marks
How it is assessed

This objective is assessed through structured response, commonly using Identify / State / Outline.

Command terms

Identify / State / Outline / Describe / Explain

What earns marks

Build the answer around this relationship: Chromatography separates pigments because they move different distances with the solvent.

Representative question

Question 1

[Maximum number: 3]

Describe the process used to obtain this chromatogram.

Absorption and action spectra

Absorption versus action spectra.

An absorption spectrum shows the proportion of each wavelength absorbed by a pigment; an action spectrum shows the measured rate or effectiveness of photosynthesis at each wavelength.

Only photons with suitable energies are absorbed and excite electrons in pigment molecules. Chlorophylls and accessory pigments absorb different wavelength ranges, so their combined absorption helps explain the action spectrum.

Plot wavelength in nanometres, with the corresponding light colours, on the horizontal axis. For an action spectrum, calculate photosynthesis rate from oxygen production or carbon-dioxide consumption at each wavelength and plot rate on the vertical axis.

If oxygen production is greatest in blue and red light and lowest in green light, the action spectrum has blue and red peaks that broadly match pigment absorption; accessory pigments can make the curves differ.

Absorption and photosynthesis rate are different dependent variables. Do not label an action-spectrum y-axis as absorbance, and compare rates only when intensity and other limiting factors are controlled.

Absorption of specific wavelengths

Assessment in practice

1–4 marks
How it is assessed

This objective is assessed through structured response, commonly using Describe / Distinguish / Outline.

Command terms

Describe / Distinguish / Outline / Predict / Explain

What earns marks

Build the answer around this relationship: Chlorophyll absorbs blue and red light more strongly than green light.

Representative question

Question 1

[Maximum number: 4]

Outline how plants make use of the different wavelengths of light.

Absorption vs. action spectra

Assessment in practice

1–2 marks
How it is assessed

This objective is assessed through experimental design, commonly using Sketch / Draw / Explain.

Command terms

Sketch / Draw / Explain / Compare / Contrast / Predict / Deduce / Identify

What earns marks

Build the answer around this relationship: Absorption spectra measure light absorbed by pigments at each wavelength.

Representative question

Question 1

[Maximum number: 3]

Draw a fully labelled graph of the action spectrum for photosynthesis.

Test Photosynthesis by Identifying the Limiting Factor

At any moment, the limiting factor is the condition in shortest effective supply relative to photosynthetic demand; increasing it raises rate until another factor becomes limiting.

State a testable hypothesis, vary one independent variable—carbon-dioxide concentration, light intensity or temperature—and measure photosynthesis rate as the dependent variable. Control the other two, plant material, time and measurement conditions; repeat measurements.

Vary light with lamp distance or a light meter, CO₂ with known hydrogencarbonate concentrations or gas control, and temperature with a thermostatically controlled water bath. Measure an initial oxygen-production or CO₂-consumption rate.

A rate rising with light intensity and then reaching a plateau supports the hypothesis that light was initially limiting; at the plateau, CO₂ concentration, temperature or biochemical capacity may limit instead.

A hypothesis is provisional and needs repeated testing. A plateau does not mean photosynthesis has stopped, and moving a lamp can also change temperature unless heat is controlled.

Limiting factors investigation

Assessment in practice

1–2 marks
How it is assessed

This objective is assessed through structured response, commonly using State / Identify / Determine.

Command terms

State / Identify / Determine / Calculate / Describe / Compare / Explain / Suggest / Draw / Sketch / Predict / Outline / Discuss

What earns marks

Build the answer around this relationship: Photosynthesis rises with a limiting factor only while that factor restricts the rate.

Representative question

Question 1

[Maximum number: 9]

Explain methods by which the rate of photosynthesis can be measured, including conditions that affect the rate.

CO₂ Enrichment Can Increase Photosynthesis

Carbon-dioxide enrichment experiments test how higher atmospheric CO₂ may alter photosynthesis and plant growth, but responses depend on other limiting factors.

Design Control strength Realism Typical limitation
Enclosed greenhouse/chamber CO₂ and other conditions can be controlled closely Artificial enclosure Chamber conditions can alter light, temperature or airflow
FACE field experiment CO₂ is raised around plants in an open ecosystem High field realism Weather and ecosystem variation are harder to control

Compare enriched and ambient-CO₂ treatments with replication. Record photosynthetic rate and longer-term growth or biomass while monitoring controlled variables such as light, temperature, water, nutrients and plant age.

A crop may show greater CO₂ uptake under enrichment when light and nutrients are sufficient, but little additional biomass under shade or nutrient limitation. This conditional response improves predictions of future growth.

Higher CO₂ does not guarantee a proportional or permanent rise in photosynthesis or yield. Greenhouse results cannot be transferred to natural ecosystems without considering enclosure effects and field interactions.

CO₂ enrichment experiments

Assessment in practice

1–2 marks
How it is assessed

This objective is assessed through structured response, commonly using Discuss.

Command terms

Discuss

What earns marks

Build the answer around this relationship: FACE experiments expose plants to elevated carbon dioxide under more realistic field conditions.

Representative question

Question 1

[Maximum number: 2]

Using the data in the graph, discuss whether rising carbon dioxide levels in the atmosphere will increase growth rates in maize.

SL Transfer: Explain Core Photosynthesis

Photosynthesis converts light energy into chemical energy in carbon compounds. Carbon dioxide is reduced to carbohydrate using hydrogen from water, glucose is the main stored product, and released oxygen comes from photolysis of water. Pigment evidence is tested with chromatography and Rf, spectra questions separate absorption from action, and rate/evidence questions use limiting factors, controls, and CO2 enrichment context.

  • Light becomes chemical energy in carbon compounds through chlorophyll-containing photoautotrophs.
  • Carbon in carbohydrate comes from CO2; released oxygen comes from photolysis of water.
  • Chromatography separates pigments using Rf; absorption spectra and action spectra measure different things.
  • Limiting-factor and CO2 enrichment questions require variables, controls, and realistic interpretation.

Photosystem structure and function

HL only
A labelled photosystem in the thylakoid membrane showing multiple antenna pigments around a reaction-centre chlorophyll and the direction of energy transfer.

A photosystem is a membrane-bound molecular array of chlorophyll and accessory pigments surrounding a special reaction-centre chlorophyll.

Different antenna pigments absorb different wavelengths and transfer excitation energy toward the reaction centre. The reaction-centre chlorophyll emits an excited electron to an electron acceptor, initiating electron flow.

Photosystems occur in chloroplast thylakoid membranes and photosynthetic membranes of cyanobacteria. The structured array broadens light capture and funnels energy efficiently to one reaction centre.

A wavelength weakly absorbed by the reaction-centre chlorophyll can still drive electron emission when an accessory pigment absorbs it and transfers the excitation energy through the array.

A single isolated chlorophyll or accessory-pigment molecule cannot perform any part of photosynthesis by itself; the organized pigment–protein membrane system is essential.

Photosystems exam focus

HL only

Assessment in practice

1–3 marks
How it is assessed

This objective is assessed through structured response, commonly using Outline.

Command terms

Outline

What earns marks

Build the answer around this relationship: Photosystems are located in thylakoid membranes.

Representative question

Question 1

[Maximum number: 3]

Outline the relationship between structure and function in photosystems.

Photolysis and NADP reduction

HL only
Thylakoid membrane showing PSII, electron carriers, PSI, photolysis, proton movement and NADP reduction.

In photosystem II, light-driven photolysis splits water; later, photosystem I supplies excited electrons that reduce NADP on the stromal side of the thylakoid.

2H2O4H++4e+O22H₂O → 4H⁺ + 4e⁻ + O₂

Photolysis replaces electrons lost by photosystem II. Its protons contribute to the thylakoid proton gradient and its oxygen is released as waste; oxygen generation profoundly changed Earth's living and geological systems.

At photosystem I, NADP accepts two excited electrons originating from photosystem I and one H⁺ from the stroma to form reduced NADP (NADPH), which carries reducing power to the Calvin cycle.

Use one consistent pair of names: NADP/reduced NADP or NADP⁺/NADPH. The released O₂ comes from water, not carbon dioxide, and photolysis does not directly make glucose.

Photolysis of water

HL only

Assessment in practice

1–3 marks
How it is assessed

This objective is assessed through structured response, commonly using Describe / Explain.

Command terms

Describe / Explain

What earns marks

Build the answer around this relationship: Photolysis uses light energy to split water.

Representative question

Question 1

[Maximum number: 8]

Some of the water carried to the leaves of a plant is used in photosynthesis. Explain the role of water in the light-dependent reactions of photosynthesis.

Chemiosmosis in thylakoids

HL only
Labelled thylakoid membrane cross-section showing PSII, electron carriers, PSI, ATP synthase, proton accumulation in the thylakoid space, and ATP/reduced NADP on the stromal side.

The thylakoid is an integrated membrane system that positions photosystems, electron carriers and ATP synthase for the light-dependent reactions.

Electron transfer releases energy that pumps H⁺ from the stroma into the thylakoid lumen. H⁺ then moves down its electrochemical gradient through ATP synthase, coupling that flow to ADP + Pi → ATP in the stroma.

Photolysis occurs at photosystem II, ATP synthesis across the membrane, and NADP reduction at photosystem I on the stromal side. Non-cyclic electron flow begins with electrons from photosystem II and makes ATP plus reduced NADP; cyclic flow returns electrons from photosystem I and supports ATP production without reducing NADP.

The membrane separates the H⁺-rich lumen from the stroma, so electron-carrier proton pumping stores energy as a gradient and ATP synthase converts that gradient energy into chemical energy in ATP.

Electron carriers build the gradient; ATP synthase uses it. Chemiosmosis is proton movement through ATP synthase, not electron passage through the enzyme.

ATP production in thylakoids

HL only

Assessment in practice

1–7 marks
How it is assessed

This objective is assessed through structured response, commonly using Describe / Explain / Compare.

Command terms

Describe / Explain / Compare / Contrast

What earns marks

Build the answer around this relationship: Electron transport in thylakoid membranes helps build a proton gradient.

Representative question

Question 1

[Maximum number: 8]

Explain chemiosmosis as it occurs in photophosphorylation.

NADP reduction

HL only

Assessment in practice

1 marks
How it is assessed

This objective is assessed through multiple choice.

What earns marks

Build the answer around this relationship: Photosystem I supplies electrons used to reduce NADP.

Representative question

Question 1

[Maximum number: 1]

What occurs during photosynthesis?

A

Water is oxidized by releasing two electrons to NADPH.

B

Glycerate-3-phosphate (GP) is oxidized by releasing two electrons to photosystem II.

C

NAD is reduced by accepting two electrons from ATP.

D

NADP is reduced by accepting two electrons from photosystem I.

Thylakoids as light-dependent systems

HL only

Assessment in practice

1 marks
How it is assessed

This objective is assessed through structured response, commonly using State.

Command terms

State

What earns marks

Build the answer around this relationship: Thylakoids house the light-dependent reactions of photosynthesis.

Representative question

Question 1

[Maximum number: 1]

State two products that pass from the light-dependent to the light-independent stages of photosynthesis.
1.
2.

Rubisco Fixes CO₂ to RuBP

HL only

Rubisco catalyses carbon fixation in the chloroplast stroma by adding CO₂ to the five-carbon acceptor RuBP.

The unstable six-carbon product immediately divides into two molecules of glycerate 3-phosphate (GP). This is carbon's entry into the Calvin cycle.

Substrates: CO₂ and RuBP; enzyme: Rubisco; product: two GP molecules. Rubisco is the most abundant enzyme on Earth, and plants maintain high stromal concentrations because it works relatively slowly and is ineffective at low CO₂ concentrations.

Fixing three CO₂ molecules to three RuBP molecules produces six GP molecules before their reduction to triose phosphate.

Rubisco does not directly produce glucose or triose phosphate. It catalyses the fixation step that produces GP, which is modified in later Calvin-cycle reactions.

Carbon fixation by Rubisco

HL only

Assessment in practice

1–2 marks
How it is assessed

This objective is assessed through structured response, commonly using State / Describe / Explain.

Command terms

State / Describe / Explain / Identify / Predict

What earns marks

Build the answer around this relationship: Rubisco catalyses carboxylation of RuBP.

Representative question

Question 1

[Maximum number: 8]

With reference to Calvin's experiment, explain the fixation of carbon dioxide in photosynthesis.

Reduction and RuBP regeneration

HL only
Calvin cycle middle steps.

Glycerate 3-phosphate (GP) is converted to triose phosphate (TP) using ATP and reduced NADP; most TP is then recycled to regenerate RuBP using ATP.

ATP supplies energy and reduced NADP supplies hydrogen/electrons for GP reduction. Regenerating the five-carbon CO₂ acceptor RuBP allows carbon fixation to continue.

For every six TP produced, five TP molecules are rearranged using ATP to form three RuBP molecules. Thus five-sixths of TP is recycled when glucose is treated as the photosynthesis product; one-sixth is available for product synthesis.

Three fixed CO₂ yield six TP after reduction: five TP regenerate three RuBP, while the carbon from one TP is the net gain. Two such net TP gains can supply the six carbons needed for one glucose.

The individual regeneration reactions are not required. Do not imply that each turn releases glucose or that all TP leaves the cycle.

Triose phosphate synthesis

HL only

Assessment in practice

1 marks
How it is assessed

This objective is assessed through multiple choice.

What earns marks

Build the answer around this relationship: Glycerate 3-phosphate is reduced to triose phosphate in the Calvin cycle.

Representative question

Question 1

[Maximum number: 1]

What occurs in the light-independent reactions of photosynthesis?

A

Glycerate 3-phosphate is reduced to triose phosphate.

B

Ribulose bisphosphate is regenerated using reduced NADP.

C

Ribulose bisphosphate is oxidized to two molecules of glycerate 3-phosphate.

D

Both ATP and NADP are used to produce triose phosphate.

RuBP regeneration

HL only

Assessment in practice

1 marks
How it is assessed

This objective is assessed through multiple choice.

What earns marks

Build the answer around this relationship: RuBP is the carbon dioxide acceptor in the Calvin cycle.

Representative question

Question 1

[Maximum number: 1]

The Calvin cycle continues throughout the life of a plant. In this cycle, triose phosphate is produced, which is used to form glucose. In total, how many RuBP molecules are regenerated in the process of creating one glucose molecule?

A

2

B

6

C

10

D

14

Calvin cycle products and recycling

HL only

The Calvin cycle supplies carbon intermediates for carbohydrates, amino acids and other carbon compounds, while depending on ATP and reduced NADP from the light-dependent reactions.

All carbon in compounds made by a photosynthesizing organism is first fixed through the Calvin cycle. TP and other intermediates enter metabolic pathways; mineral nutrients supply elements such as nitrogen needed for amino acids and other products.

The light-dependent reactions supply ATP and reduced NADP; the Calvin cycle returns ADP, phosphate and NADP. Without light, ATP and reduced NADP production stops. Without CO₂, carbon fixation stops and the coupled recycling of electron acceptors is disrupted, eventually preventing photosystem II from functioning.

Some TP contributes to sucrose or starch, while carbon skeletons combined with mineral nitrogen can form amino acids. Most TP remains in the cycle to regenerate RuBP.

‘Light-independent’ means light is not absorbed directly by these reactions; it does not mean they can continue indefinitely without light-reaction products. Glucose is not formed in one Calvin-cycle step.

Interdependence of light and light-independent reactions

HL only

Assessment in practice

1–7 marks
How it is assessed

This objective is assessed through structured response, commonly using Explain / Distinguish.

Command terms

Explain / Distinguish

What earns marks

Build the answer around this relationship: Light-dependent reactions produce ATP and reduced NADP.

Representative question

Question 1

[Maximum number: 7]

Explain how the light-independent reactions of photosynthesis rely on the light-dependent reactions.

Trace Photosynthesis Mechanism

HL only

HL photosynthesis links light-dependent reactions to the Calvin cycle. Photosystems are pigment-protein arrays in thylakoid membranes; antenna pigments broaden absorption and pass energy to reaction-centre chlorophyll. PSII uses light to split water, supplying electrons, protons, and oxygen. Electron transport pumps protons into the thylakoid space, ATP synthase makes ATP by photophosphorylation, PSI re-excites electrons, and NADP is reduced. The Calvin cycle uses ATP and reduced NADP: Rubisco fixes CO2 to RuBP to form GP, GP is reduced to triose phosphate, most triose phosphate regenerates RuBP, and some becomes wider biomolecules.

  • Trace energy: pigments -> reaction centres -> ATP and reduced NADP.
  • Trace electrons/protons: water -> PSII -> carriers -> PSI -> NADP; proton gradient -> ATP synthase.
  • Trace carbon: CO2 -> RuBP/GP -> triose phosphate -> RuBP regeneration and biomolecule synthesis.
  • Trace exchange: light-dependent reactions supply ATP/reduced NADP; Calvin cycle returns ADP/NADP.

Objective notes

19 learning objectives
C1.3.1Light energy → chemical energy• Photosynthesis converts light energy into chemical energy in carbon compounds• Photoautotrophs use chlorophyll in chloroplasts or cyanobacterial membranes2% of analysed papers 2 papers · 2 questionsViewC1.3.2CO₂ → glucose• Carbon dioxide is reduced to carbohydrate using hydrogen from water• Glucose represents the main stored product, though many compounds are synthesized1% of analysed papers 1 paper · 1 questionViewC1.3.3Oxygen as by-product• Oxygen is released from photolysis of water, not directly from CO₂• Oxygenic photosynthesis occurs in plants, algae, and cyanobacteria2% of analysed papers 2 papers · 2 questionsViewC1.3.4Photosynthetic pigment separation• Paper chromatography separates chlorophylls and accessory pigments• Rf values compare pigment movement relative to solvent front4% of analysed papers 5 papers · 8 questionsViewC1.3.5Absorption of specific wavelengths• Chlorophyll and accessory pigments absorb specific wavelengths• Absorbed light excites electrons for light-dependent reactions4% of analysed papers 4 papers · 4 questionsViewC1.3.6Absorption vs. action spectra• Absorption spectra show wavelengths absorbed by pigments• Action spectra show wavelengths most effective for photosynthesis rate5% of analysed papers 6 papers · 8 questionsViewC1.3.7Limiting factors investigation• Light intensity, CO₂ concentration, and temperature can limit photosynthesis• Investigations change one variable and estimate rate from O₂ production or CO₂ uptake9% of analysed papers 10 papers · 14 questionsViewC1.3.8CO₂ enrichment experiments• CO₂ enrichment tests whether increased CO₂ raises photosynthesis or growth• Greenhouse and FACE experiments compare realistic crop and ecosystem responses1% of analysed papers 1 paper · 1 questionViewC1.3.9(HL)—Photosystems• Photosystems are pigment-protein arrays in thylakoid membranes• Antenna pigments pass energy to reaction-centre chlorophyll3% of analysed papers 3 papers · 3 questionsViewC1.3.10(HL)—Advantages of pigment arrays• Pigment arrays broaden wavelength absorption and funnel energy efficiently• A single chlorophyll molecule cannot sustain the full light reaction system0% of analysed papers ViewC1.3.11(HL)—Photolysis of water• Photosystem II uses light energy to split water• Photolysis supplies replacement electrons, protons, and oxygen5% of analysed papers 6 papers · 6 questionsViewC1.3.12(HL)—ATP production in thylakoids• Electron transport pumps protons into the thylakoid space• Proton flow through ATP synthase produces ATP by photophosphorylation9% of analysed papers 10 papers · 10 questionsViewC1.3.13(HL)—NADP reduction• Photosystem I re-excites electrons for NADP reduction• NADP accepts electrons and H⁺ to form reduced NADP/NADPH4% of analysed papers 4 papers · 4 questionsViewC1.3.14(HL)—Thylakoids as light-dependent systems• Thylakoids organize photosystems, electron carriers, and ATP synthase• Key outputs on the stromal side are ATP and reduced NADP1% of analysed papers 1 paper · 1 questionViewC1.3.15(HL)—Carbon fixation by Rubisco• Rubisco fixes CO₂ to RuBP, forming glycerate 3-phosphate• Rubisco is abundant but slow and limited by low CO₂9% of analysed papers 10 papers · 10 questionsViewC1.3.16(HL)—Triose phosphate synthesis• Glycerate 3-phosphate is reduced to triose phosphate• ATP supplies energy and reduced NADP supplies hydrogen2% of analysed papers 2 papers · 2 questionsViewC1.3.17(HL)—RuBP regeneration• Most triose phosphate regenerates RuBP so the Calvin cycle continues• ATP is required for regeneration of the CO₂ acceptor1% of analysed papers 1 paper · 1 questionViewC1.3.18(HL)—Synthesis of other compounds• Triose phosphate is converted into sugars, starch, lipids, and organic acids• Mineral nutrients allow synthesis of amino acids and other compounds0% of analysed papers ViewC1.3.19(HL)—Interdependence of light and light-independent reactions• Light-dependent reactions supply ATP and reduced NADP for the Calvin cycle• The Calvin cycle returns ADP and NADP and depends on CO₂/hydrogen carbonate availability4% of analysed papers 4 papers · 4 questionsView