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 energy into chemical energy by using pigments, thylakoid reactions and Calvin-cycle carbon fixation to build organic compounds from carbon dioxide.
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:
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.
This objective is assessed through structured response, commonly using Identify / State / Outline.
Identify / State / Outline / Describe / Explain / Distinguish
Build the answer around this relationship: Chlorophyll and other pigments absorb light energy inside chloroplasts.
Representative question
Explain the processes by which light energy is converted into chemical energy.
a. plants/producers/autotrophs convert light to chemical energy by photosynthesis
b. chlorophyll/photosynthetic pigments absorb light
c. electrons are excited/raised to higher energy level
d. excited electrons pass along chain of electron carriers
e. energy from electrons used to pump protons across thylakoid membrane/into thylakoid space
f. chemiosmosis/proton gradient used to make ATP
g. ATP synthase generates ATP
h. pigments arranged in photosystems
i. electrons from Photosystem II flow via the electron chain to Photosystem I
j. electrons from Photosystem I are used to reduce NADP
k. ATP and reduced NADP used in the light independent reactions/Calvin cycle
I. carbohydrate/glucose/carbon compounds produced containing energy

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.
This objective is assessed through structured response, commonly using State / Outline / Predict.
State / Outline / Predict / Suggest
Build the answer around this relationship: Carbon dioxide is the source of carbon for photosynthetic carbohydrates.
Representative question
Outline how photosynthesis produces glucose.
a. solar/light energy is converted to chemical energy
b. energy needed to produce glucose
c. only specific wavelengths are absorbed by chlorophyll OR
red and blue absorbed most strongly.
OR
chlorophyll is the pigment that absorbs light energy
d. H(+)/electrons from water are used to reduce compounds
e CO2 is absorbed/used/reduced to produce carbohydrates
f. correct word/balanced symbol equation of photosynthesis
Marking guidance:
Accept correct reference to NADPH/ATP from AHL.
This objective is assessed through multiple choice, commonly using State.
State
Build the answer around this relationship: Photolysis splits water during the light-dependent reactions.
Representative question
Which group(s) produce(s) oxygen as a by-product of photosynthesis?
I. Algae
II. Cyanobacteria
III. Fungi
I only
I and II only
II and III only
I, II and III
B
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÷distancetravelledbysolventfront
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.
This objective is assessed through structured response, commonly using Identify / State / Outline.
Identify / State / Outline / Describe / Explain
Build the answer around this relationship: Chromatography separates pigments because they move different distances with the solvent.
Representative question
Describe the process used to obtain this chromatogram.
| a | crush/blend algae with organic solvent/alcohol/other valid solvent; |
| b | place drop of extracted algal pigments/ obtained liquid on thin layer OR mark the origin; |
| c | place slide (with pigments) in solvent ensuring the pigment spot does not touch the solvent OR solvent moves up carrying pigments OR different pigments move at different rates/distances (so can be distinguished); |
Thin layer could be
(chromotography) paper, slide,
column etc.
3 max

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.
This objective is assessed through structured response, commonly using Describe / Distinguish / Outline.
Describe / Distinguish / Outline / Predict / Explain
Build the answer around this relationship: Chlorophyll absorbs blue and red light more strongly than green light.
Representative question
Outline how plants make use of the different wavelengths of light.
Outline how plants make use of the different wavelengths of light.
a. light used in photosynthesis/light-dependent reactions/ photolysis/photosystems/photophosphorylation/excitation of electrons/switch to flowering
b. chlorophyll absorbs red AND blue light (more)
c. chlorophyll/leaf/plant reflects/does not absorb/does not use green light
d. absorption spectrum of chlorophyll has peaks in the red and blue/sketch graph to show this
e. action spectrum shows which wavelengths plants use in photosynthesis/sketch graph of action spectrum showing peaks in the blue and red
f. accessory/other (named) photosynthetic pigments absorb different wavelengths/colours
g. violet is the shortest wavelength and red the longest
h. red light and far red/infra-red absorbed to measure length of light/dark periods
4 max
This objective is assessed through experimental design, commonly using Sketch / Draw / Explain.
Sketch / Draw / Explain / Compare / Contrast / Predict / Deduce / Identify
Build the answer around this relationship: Absorption spectra measure light absorbed by pigments at each wavelength.
Representative question
Draw a fully labelled graph of the action spectrum for photosynthesis.
a. axes correctly labelled «wavelength and rate of photosynthesis»
b. 400 and 700 nm as limits
c. correct shape of curve involving two peaks at the correct places, broader in the blue-violet range not starting at zero and a narrower peak in the orange-red range with the trough in the green range that does not reach zero
d. peaks of activity at 430 nm AND at 660 nm
e. peaks indicated as «violet» blue light AND peak indicated as «orange» red light
Accept rate of oxygen production for rate of photosynthesis.
3 max
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.
This objective is assessed through structured response, commonly using State / Identify / Determine.
State / Identify / Determine / Calculate / Describe / Compare / Explain / Suggest / Draw / Sketch / Predict / Outline / Discuss
Build the answer around this relationship: Photosynthesis rises with a limiting factor only while that factor restricts the rate.
Representative question
Explain methods by which the rate of photosynthesis can be measured, including conditions that affect the rate.
measuring oxygen release;
measuring volume / counting rising oxygen bubbles / counting rising disks;
measuring carbon dioxide intake/uptake;
CO2 can be measured by change in pH / increase in pH shows an increase in CO2 fixation;
increase in biomass would be an indirect measure of photosynthesis / measure of net photosynthesis;
measure starch production / dry organic mass;
increasing temperature would increase the rate of photosynthesis;
provided the temperature did not go above optimum temperature of enzymes;
increasing carbon dioxide concentration would increase the rate of photosynthesis;
higher light intensity would increase the rate of photosynthesis;
light of different wavelengths / blue and red light can affect photosynthesis / green wavelength usually not absorbed;
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.
This objective is assessed through structured response, commonly using Discuss.
Discuss
Build the answer around this relationship: FACE experiments expose plants to elevated carbon dioxide under more realistic field conditions.
Representative question
Using the data in the graph, discuss whether rising carbon dioxide levels in the atmosphere will increase growth rates in maize.
data does not support idea that rising CO2 levels will increase growth rates in maize
(at all temperatures) there appears to be no difference between exchange rate at current or elevated CO2 levels
temperature has larger effect on growth of maize
so if rising CO2 levels causes more of a greenhouse effect/larger temperature increase, this will affect growth of maize
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.

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.
This objective is assessed through structured response, commonly using Outline.
Outline
Build the answer around this relationship: Photosystems are located in thylakoid membranes.
Representative question
Outline the relationship between structure and function in photosystems.
a. photosystems embedded/located in chloroplast/thylakoid membranes;
b. two types of photosystems, (Photosystem I and Photosystem II/PSI and PSII);
c. structure allows light energy to be captured;
d. (energy used) to emit excited electron;
e. molecular arrays of chlorophyll (and accessory pigments)
OR
photosystem combines different types of pigments in one array;
f. a greater proportion of wavelengths can be absorbed / greater proportion of sunlight can be used
OR
a single molecule of chlorophyll would not be able to perform photosynthesis;
3
Marking guidance:
max
In photosystem II, light-driven photolysis splits water; later, photosystem I supplies excited electrons that reduce NADP on the stromal side of the thylakoid.
2H2O→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.
This objective is assessed through structured response, commonly using Describe / Explain.
Describe / Explain
Build the answer around this relationship: Photolysis uses light energy to split water.
Representative question
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.
water only plays a role in non-cyclic photophosphorylation;
chlorophyll absorbs light/photons and activates electrons of photosystem II;
excited/active electrons of photosystem II are passed to carriers;
photolysis is the splitting of water;
produces O2 and H+/proton and electrons;
O2 released (as waste);
electrons (from water) replace lost electrons in photosystem II;
electrons from photosystem II pass (through carriers) to photosystem I;
electrons from photosystem I pass to NADP +(in stroma);
NADP +accepts H+/proton (from water) to form NADPH;
electron flow causes protons pumped across thylakoid membranes/into the thylakoid space;
creating a proton concentration gradient;
chemiosmosis couples electron transport to ATP synthesis;
protons pass through ATP synthase/synthetase;
NADPH/H+/proton is passed to the light-independent reactions (to fix carbon);
Marking guidance:
[8 max]

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.
This objective is assessed through structured response, commonly using Describe / Explain / Compare.
Describe / Explain / Compare / Contrast
Build the answer around this relationship: Electron transport in thylakoid membranes helps build a proton gradient.
Representative question
Explain chemiosmosis as it occurs in photophosphorylation.
photophosphorylation is the production of ATP;
b. (some of the) light absorbed by chlorophyll / photosystem II;
c. photolysis/splitting of water separation of hydrogen ion from its electron;
d. the electron transport system moves the electrons through a series of carriers;
e. (electron transport system occurs) in the thylakoid membrane;
f. electron transport linked to movement of protons into thylakoid space;
g. a proton gradient builds up (in the thylakoid space);
h. small thylakoid space enhances the gradient;
i. hydrogen ions move by diffusion through the ATP synthase;
j. ADP + inorganic phosphate ( Pi ) forms ATP;
k. (the kinetic energy from) movement of hydrogen ions (through ATP synthase) generates ATP;
I. ATP synthase is a protein complex in the thylakoid membrane;
m. formation of proton gradient / ATP synthesis linked to electron transport is chemiosmosis;
Marking guidance:
Award marks for a clearly drawn correctly annotated diagram.
This objective is assessed through multiple choice.
Build the answer around this relationship: Photosystem I supplies electrons used to reduce NADP.
Representative question
What occurs during photosynthesis?
Water is oxidized by releasing two electrons to NADPH.
Glycerate-3-phosphate (GP) is oxidized by releasing two electrons to photosystem II.
NAD is reduced by accepting two electrons from ATP.
NADP is reduced by accepting two electrons from photosystem I.
D
This objective is assessed through structured response, commonly using State.
State
Build the answer around this relationship: Thylakoids house the light-dependent reactions of photosynthesis.
Representative question
State two products that pass from the light-dependent to the light-independent stages of photosynthesis.
1.
2.
ATP and NADPH2/NADPH+H+(both needed)
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.
This objective is assessed through structured response, commonly using State / Describe / Explain.
State / Describe / Explain / Identify / Predict
Build the answer around this relationship: Rubisco catalyses carboxylation of RuBP.
Representative question
With reference to Calvin's experiment, explain the fixation of carbon dioxide in photosynthesis.
a. Calvin's experiment used algae/Chlorella in a round/thin/flat apparatus/"lollipop";
b. labelled carbon dioxide with radioactive carbon/ C14/14C (supplied to algae);
c. exposed the algae to light to promote photosynthesis;
d. every 5/few seconds/at short time intervals, samples of algae were taken;
e. carbon compounds separated using chromatography;
f. radioactive carbon compounds/molecules with radioactive carbon/C14/ 14C identified with x-rays (autoradiography) / molecules containing radioactive carbon/C14/ 14C traced / glycerate 3-phosphate was the first compound detected/identified;
g. Calvin cycle/carbon fixation is the light-independent phase (of photosynthesis);
h. it takes place in the stroma (of the chloroplast);
i. ribulose bisphosphate/RuBP carboxylated to glycerate 3-phosphate/G3P;
j. catalysed by rubisco / (ribulose bisphosphate) carboxylase;
k. glycerate 3-phosphate/G3P is reduced to triose phosphate (using reduced NADP/NADPH and ATP);
I. triose phosphate is used to produce glucose;
m. triose phosphate is used to regenerate RuBP;
Marking guidance:
Allow clear annotated diagrams for
marking points mpi to mpm.
8 max

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.
This objective is assessed through multiple choice.
Build the answer around this relationship: Glycerate 3-phosphate is reduced to triose phosphate in the Calvin cycle.
Representative question
What occurs in the light-independent reactions of photosynthesis?
Glycerate 3-phosphate is reduced to triose phosphate.
Ribulose bisphosphate is regenerated using reduced NADP.
Ribulose bisphosphate is oxidized to two molecules of glycerate 3-phosphate.
Both ATP and NADP are used to produce triose phosphate.
A
This objective is assessed through multiple choice.
Build the answer around this relationship: RuBP is the carbon dioxide acceptor in the Calvin cycle.
Representative question
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?
2
6
10
14
B
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.
This objective is assessed through structured response, commonly using Explain / Distinguish.
Explain / Distinguish
Build the answer around this relationship: Light-dependent reactions produce ATP and reduced NADP.
Representative question
Explain how the light-independent reactions of photosynthesis rely on the light-dependent reactions.
light-dependent reactions produce ATP/reduced NADP;
ATP generated by chemiosmosis/by photophosphorylation/by ATP synthase;
reduced NADP produced by/using electrons from Photosystem I;
RuBP +CO2 to glycerate 3-phosphate (in light independent reactions);
glycerate 3-phosphate reduced to triose phosphate (in light independent reactions);
ATP/reduced NADP used in the light-independent reactions;
reduced NADP provides electrons/hydrogen / to reduce (glycerate 3phosphate)
OR
reduced NADP used to convert glycerate 3-phosphate to triose phosphate;
ATP provides energy (for reduction of glycerate 3-phosphate);
ATP needed to regenerate RuBP
ATP/reduced NADP run out in darkness
Calvin cycle only possible with light/in the day/is indirectly dependent on light;
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.