Here are some student questions I

Here are some student questions I - phosphate ion, powered...

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Here are some student questions I've answered: Q1: Handout 8 says not to worry about learning the specific photosystems I and II. So for figure 10.13 in the book, should we simply know the product of linear electron flow through these systems (ATP and NADPH), or something more? Thanks! A: Don't worry about distinguishing PS I from PS II, but - yes - do know the electron flow patterns. Be able to distinguish the cyclic flow from the noncyclic (electrons pass through 2 photosystems and end up reducing NADP). Q2: have a question about learning objective 2-48. The question reads, "In photosynthesis, does ATP synthesis occur by substrate-level or by oxidative phosphorylation?" I may be mistaken, but I thought Chloroplasts created ATP strictly by photophosphorylation. A: You are correct that in chloroplasts make ATP by photophosphorylation, but the synthesis from ADP + P is oxidative (from a loose inorganic
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Unformatted text preview: phosphate ion, powered by protons diffusing through ATP synthase) rather than substrate-level phosphorylation. Does that make sense? Q3: I have a question about learning objective 2-13, on handout 6. It says to name 2 examples we've studied of energy coupling in cells using ATP phosphorylation of a protein. How specific do we need to be? Would simply stating transport work and mechanical word be acceptable or do we need to be more specific (a proton pump, and motor protein moving along microtubule of the cytoskeleton)? A: Your answers are all correct, but it's good to be as specific as possible (e.g., proton pump, sodium-potassium pump, microtubule motor protein, etc). Also, I have posted under Course Documents:-the homework questions that were due Oct 11-Aimee's worksheet from September 28 discussion sections (which had to be canceled when the University closed)...
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Here are some student questions I - phosphate ion, powered...

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