Biology EOC Review Notes
Biology EOC Review
Introduction
This review is prepared by the Poinciana High School Science Department.
Mr. Duran is the Science Coach at Poinciana High School.
Core Concepts of Biology
Biology: The study of living organisms.
Disciplines within Biology:
Anatomy: Study of the structure of organisms.
Physiology: Study of the function of organisms.
Ethology: Study of animal behavior.
Ecology: Study of interactions between organisms and their environment.
Genetics: Study of heredity and genes.
Evolution: Study of changes in organisms over time.
Biochemistry: Study of the chemical processes within organisms.
Molecular Biology: Study of the structure and function of molecules within cells.
Developmental Biology: Study of the growth and development of organisms.
Key Biological Principles
Nomenclature: Classification and naming of organisms.
BioCode: A branch including bacteria.
Ecology: Concerned with organisms and ecosystems.
Genetics: The study of genes.
Evolution: Common changes and origins.
Natural: Natural living code.
Molecular: Molecular structure.
Cell: Cell structure and functions.
Systems: Systems interacting.
Information: Heredity information sequence.
Diversity: Differences and genetics.
Interaction: Environment interaction.
Fundamental Concepts
Cells: The basic unit of life.
DNA: Main component of chromosomes.
RNA: Also important in genetic processes.
Genes: Functional units of heredity.
Heredity: Passing of traits from parents to offspring.
Evolutionary Principles: How populations change over time.
Energy: Energy flow through living systems.
Homeostasis: Maintaining internal stability.
Taxonomy and Classification
International codes for classifying organisms.
Emphasis on evolutionary relationships.
Molecular and Microscopic Studies
Study of molecules, microscopic organisms, and viruses.
Focus on structure and function.
Organismal Biology
Study of animals, plants, and humans.
Includes development, growth, and behavior.
Biological Systems
Study of populations and systems.
Includes physical and chemical processes.
High School Biology EOC Review Topics
Molecular and Cellular Biology (36% of test)
Cell Theory (SC.912.L.14.1)
Cell Structure (SC.912.L.14.3)
DNA Replication (SC.912.L.16.3)
Mitosis and Meiosis (SC.912.L.16.17)
Macromolecules (SC.912.L.18.1)
Properties of Water (SC.912.L.18.12)
Photosynthesis and Cellular Respiration (SC.912.L.18.9)
Organisms, Populations, and Ecosystems (39% of test)
Plant Structure (SC.912.L.14.7)
The Brain (SC.912.L.14.26)
Cardiovascular System (SC.912.L.14.36)
Immune System (SC.912.L.14.52)
Reproductive System (SC.912.L.16.13)
Population Size (SC.912.L.17.5)
Food Webs and Energy Transfer (SC.912.L.17.9)
Biotechnology (SC.912.L.16.10)
Human Impact (SC.912.L.17.20)
Classification, Heredity, and Evolution (25% of test)
Evolution (SC.912.L.15.1)
Origin of Life (SC.912.L.15.8)
Classification (SC.912.L.15.6)
Natural Selection (SC.912.L.15.13)
Genetics (SC.912.L.16.1)
Important Websites
Florida Students: http://www.floridastudents.org/
Biology EOC Review: http://biologyeocreview.weebly.com/
Games: https://ecsd-fl.schoolloop.com/BiologyEOCReview
Games: http://biomanbio.com/index.html
Practice ePAT: http://tinyurl.com/4puzemb
Videos: https://www.youtube.com/user/AmoebaSisters
Bio EOC Review Edmodo: jxe8jc
Biology Curriculum Pacing Guide 2018 - 2019
Quarter 1 (Aug 16 – Oct 12)
Unit 1: Biochemistry
Water – 4 days (L.18.12)
Macromolecules – 7 days (L.18.1)
RTR* - 3 days (L.18.11, L.18.2, L.18.3, L.18.4, P.8.7)
Unit 2: Cells
Cell Theory, Theory v Law & Microscopes – 2 days (L.14.1)
Cell Structure & Function – 7 days (L.14.3)
RTR* - 3 days (L.14.2, N.1.3, N.2.1, N.3.1, N.3.4 L.14.4 L.14.5)
Unit 3: Cellular Energy
Cell Respiration & Photosynthesis – 10 days (L.18.9)
RTR* - 3 days (L.18.7, L.18.8, L.18.10, N.1.1)
End of Quarter Units 1 – 3
Quarter 2 (Oct 17 – Dec 21)
Unit 4: Plant Physiology
Transpiration & structures involved – 1 day (L.14.7, N.1.1, N.1.6)
Reproduction & structures involved – 2 days
Cell Energy Spiraling – 2 days
RTR* - 3 days
Unit 5: DNA & Biotechnology
Replication – 2 days (L.16.3)
Protein Synthesis – 3 days
Mutations (chromosomal & gene) – 3 days (L.16.10)
Biotechnology – 3 days
RTR* - 3 days (L.16.4, L.16.5, L.16.9, N.1.1, N.1.3, N.2.1, N.2.2 L.16.12)
Unit 6: Cell Division
Cell Cycle – 2 days (L.16.17)
Mitosis – 3 days
Meiosis – 3 days
Mitosis vs. Meiosis – 1 day
RTR* - 3 days (L.16.8, L.16.14, L.16.16, N.1.1 L.16.15)
Unit 7: Human Reproduction & Fetal Development
Male reproduction – 1 day (L.16.13, N.1.1, N.1.6)
Female reproduction – 1 day
Fetal Development – 3 days
End of Semester Units 1 – 7
Reteach – 1 day All Q1 & Q2
Quarter 3 (Jan 8 – March 15)
Unit 8: Genetics
Mendelian – 6 days (L.16.1, L.16.2, N.1.1)
Non-Mendelian – 5 days
RTR* - 3 days
Unit 9: Origin of Life
Chemical evolution – 1 ½ days (L.15.8, N.1.3 L.14.5)
Biological evolution – 2 ½ days
RTR* - 3 days
Unit 10: Evolution & Natural Selection
Evolution – 4 days (L.15.1, L.15.13, L.15.10, L.15.14, L.15.15 L.15.12)
Natural Selection – 4 days
Other mechanisms of evolutionary change – 2 days
RTR* - 3 days
Unit 11: Classification
History – 1 day (L.15.6, L.15.4, L.15.5, N.1.1)
Domains & Kingdoms – 3 days
Cladograms – 3 days
Mock EOC Review – 2 days
Test – 2 days
Analyze Data – 3 days
Quarter 4 (March 26 – May 30)
Unit 12: Energy Flow
Food Web – 1 day (L.17.9, E.7.1, N.1.1, N.3.5 P.10.1)
Trophic level & energy transfer – 1 day
Carbon & Water Cycle – 2 days
Assess – 1 day
Unit 13: Populations & Ecosystems
Carrying Capacity (Graphs) – 3 days (L.17.5, L.17.2, L.17.4, L.17.8, N.1.1, N.1.4)
Population Distribution in Aquatic Systems – 1 day
Biodiversity – 1 day
Changes in Ecosystems – 2 days
RTR* - 3 days
Unit 14: Human Impact on the Environment
Sustainability & Human Action – 2 days (L.17.20, L.17.11, L.17.13, N.1.1, N.3.5, N.1.3 L.17.16)
Renewable & Nonrenewable Resources – 2 days
Policy Monitoring & Parameters – 1 day
Assess – 1 day
Unit 15: Human Body Systems
Brain Structure – ½ day (L.14.52 L.14.26 L.14.36 L.14.6, N.1.1, N.1.6 L.14.27)
Factors Affecting Blood Flow – ½ day
Immune Response – 2 days
EOC Review - Standards should be based on data acquired through common formative assessments.
CSI/Dissections/Intro to Chemistry Content taught during this time is at your discretion, but should help students deepen their science knowledge.
Unit 1: Populations and Ecosystems (SC.912.L.17.5)
Learning Objectives
Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors.
Use data about population dynamics, abiotic factors, and biotic factors to explain a change in carrying capacity and population size in an ecosystem.
Explain how the different types of organisms exist within aquatic systems due to chemistry, geography, light, depth, salinity, and/or temperature.
Explain the potential changes in an ecosystem resulting from seasonal variations, climate changes, and/or succession.
Recognize the positive or negative consequences that result from a reduction in biodiversity.
Key Terms
Population: All the individuals of a species that live together in an area.
Limiting factor: Biotic or abiotic factors that influence population density and growth, causing them to fluctuate. These factors include the availability of food, predation, or availability of water and space, temperature.
Density-dependent factors: Biotic factors in the environment that have an increasing effect as population size increases. Example: Disease, competition, parasites
Density-independent factors: Abiotic factors in the environment that affect populations regardless of their density. Example: Temperature, storms, habitat destruction, drought
Immigration: Movement of individuals into a population.
Emigration: Movement of individuals out of a population.
Mortality: Death rate.
Natality: Birth rate.
Carrying Capacity: The maximum population size that can be supported by the available resources in the ecosystem.
Factors Affecting Population Size/Density
Density-dependent factors
Density-independent factors
Immigration
Emigration
Death/mortality
Birth/natality
Potential Changes to an Ecosystem
Seasonal changes/Climate changes
Climate influences key stages of life cycle (migration, blooming, mating).
Warming can force species to migrate.
Sea level rise can cause saltwater intrusion.
Aquatic Biomes
Factors affecting aquatic biomes: salinity, temperature, light, and depth.
All aquatic ecosystems are affected by the same abiotic factors: sunlight, temperature, oxygen, and salt content.
Sunlight
Sunlight is necessary for photosynthesis.
Water absorbs sunlight, limiting photosynthesis to near the surface.
Depth
Ecologists distinguish between 2 zones based on light penetration
Photic zone: zone through which light penetrates, light is sufficient for photosynthesis.
Aphotic zone: very little light can penetrate, insufficient for photosynthesis.
Dissolved Gases
Gases dissolve more in cold water than in warm water.
Oxygen is essential for cellular respiration.
Carbon dioxide is essential for photosynthesis.
Salinity
Salinity is a measure of the total dissolved solids in water (mostly salt).
Salts come from land via rivers, where it concentrates as ocean water evaporates.
Ocean salinity confers an average pH of which favors precipitation of calcium carbonate (used to make shells).
It decreases the freezing point of water.
Salinity also affects water density; saltier water is denser.
Consequences of Biodiversity Reduction
Habitat loss and degradation, introduction of a non-native species, climate change, and pollution can lead to extinction or decrease in biodiversity.
The loss of biological diversity destabilizes ecosystems.
Example of invasive species in Florida: pythons in the Everglades. The introduction of this species into the Everglades created an imbalance in that ecosystem, which caused a decrease in native species.
Habitat Loss
The rapidly growing human population is putting pressure on species habitats.
Creating malls and new homes destroys homes of native species, which leads to decrease in population size or extinction.
Deforestation!
Climate Change
Climate change can have broad effects on the number and variety of plant and animal species in a particular location.
Species cannot adapt as fast as the changes in the environment.
Some species are at a risk of extinction. Ex: Polar Bears
Loss of a Single Species
Loss of a single species can affect an entire food web.
Succession
Succession is the gradual process by which ecosystems change and develop over time.
Primary succession is the series of community changes which occur on an entirely new habitat which has never been colonized before. For example: after a volcanic eruption.
Pioneer species (first species to inhabit a barren area) include: mosses and lichens.
Secondary succession is the series of community changes which take place on a previously colonized, but disturbed or damaged habitat.
Secondary Succession begins with soil and is faster than primary succession. This type of succession occurs after a forest fire or land clearing.
The climax community is a stable group of plants and animals that is the end result of the succession process
Multiple Choice Questions & Glossary - See original document.
Unit 2: Energy Flow (SC.912.L.17.9)
Learning Objectives
Use a food web to identify producers, consumers, and decomposers.
Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
Analyze how matter and energy move through the water and carbon cycles.
Energy Flow in an Ecosystem
Sunlight is the main energy source for living things.
Energy flows through an ecosystem from the sun to organisms within the ecosystem in one direction.
Two main groups of organisms in the ecosystem are the producers and consumers.
Producers (autotrophs) use solar energy to make chemical energy/food. Ex: plants (grass)
Consumers (heterotrophs) cannot make their own food and must eat other living things to get their energy
Food Chain
A food chain shows how each living thing gets its food. It shows who is eating who. The arrow means "is eaten by".
Path of energy from producer to consumer
Each level is called a trophic level (trophic = energy)
Approximately 10% energy is transferred to next level, 90% used for personal metabolism and development
Food Web
Interconnected food chains; consists of many food chains and feeding relationships.
Shows all possible feeding relationships at each trophic level in a community
Ecological Pyramid
Representation of energy transfer
Pyramid of Energy – each level represents energy available at that level, 90% decline
Pyramid of Biomass – each level represents amount level above needs to consume
Pyramid of Numbers – each level represents number of organisms consumed by level above it
Energy Transfer
Only 10% of the energy is passed on to the next trophic level; most (about 90%) is used up by the organism and some released as heat.
If plant has of energy then only from the grass will be passed on to the insect and from the insect will be passed on to the mouse.
Impact of Changing One Organism
Impact of changing one organism in a food web can alter the balance in an ecosystem-
Biogeochemical Cycles
(Matter cannot be created nor destroyed, but can be converted/recycled to other forms)
Water Cycle
Water is recycled through evaporation, condensation, precipitation, runoff, groundwater, aquifers, respiration, transpiration, excretion, decomposition
Process
The Sun's heat provides energy to evaporate water from the Earth's surface (oceans, lakes, etc.).
Plants also lose water to the air (this is called transpiration).
The water vapor eventually condenses, forming tiny droplets in clouds.
When the clouds meet cool air over land, precipitation (rain, sleet, or snow) is triggered, and water returns to the land (or sea).
Some of the precipitation soaks into the ground.
Some of the underground water is trapped between rock or clay layers; this is called groundwater.
Most of the water flows downhill as runoff (above ground or underground), eventually returning to the seas as slightly salty water.
Carbon Cycle
Carbon is recycled through respiration, photosynthesis, fuel combustion, decomposition
Carbon can be atmospheric or dissolved, or can be found in organic compounds within the body
Process
Plants use carbon dioxide found in the atmosphere during photosynthesis to produce food (sugar).
During cellular respiration, animals release carbon dioxide back into the atmosphere.
Burning fossil fuel (cars, factories) also returns carbon into the atmosphere.
Carbon dioxide is a greenhouse gas and traps heat in the atmosphere.
However, too much carbon dioxide in atmosphere can cause the Earth to become warmer and lead to the destruction of the Polar Regions.
Multiple Choice Questions & Glossary - See original document.
Unit 3: Environmental Impact (SC.912.L.17.20)
Learning Objectives
Predict how the actions of humans may impact environmental systems and affect sustainability.
Evaluate the costs and benefits of renewable and nonrenewable resources.
Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
Impact of Humans on the Environment
Caused extinction of species through hunting, fishing, agriculture, industry, urban development
Invasive species (pythons in Florida) vs. native species
Growing population = greater demands on environment
Affected quality and quantity of land, air, water resources
Pollution
Air Pollution = smog, acid rain, dust, smoke, gases, fog, carbon dioxide
Water Pollution = sewers, industry, farms, homes, chemical waste, fertilizer, dirty dish water
Land Pollution = landfills, dumpsites, runoff, negligence, urban wastes
Sustainability
Using resources at the rate at which they can be replaced or recycled while preserving the long term environmental health and biosphere
Reduce, reuse, recycle
Conserve energy resources, develop and use renewable resources
Protect and conserve material resources
Control pollution (recapture wastes, carpooling, solid waste neutralization)
Wildlife conservation protects animals from habitat loss, over-hunting, pollution; protect biodiversity; stabilizing and restoring ecosystems
Reduce, reuse, and recycle programs
Sanitation and waste disposal programs
Create/enact laws that monitor and prevent the destruction habitats
Habitat Destruction
Reduces/decreases biodiversity
Desertification
Deforestation
Habitat Fragmentation - process by which habitat loss resulted from human activities (building roads, parking lots, homes, usage of fossil fuels…). It can reduce the population of various species, causing major changes in ecosystems.
Ex: Arctic- loss of ice of the polar ice cap, Reduce/decrease biodiversity (polar bears)
DDT was once used extensively as an insecticide.
DDT builds up in the fatty tissues of organisms.
Organisms at lower trophic levels accumulate small amounts.
Organisms at the next higher level eat many of these lower-level organisms and hence accumulate larger amounts.
At the highest trophic levels the increased concentrations in tissues may become toxic.
Laws and Policies
People are working together to protect the environment by considering how land usage and locations of power plants affect ecosystems.
There is also great consideration on the usage on chemical pesticides and how they affect organisms.
Pesticides are used to kill some organisms (harmful insects) but can cause to harm helpful insects.
Nonrenewable Resources
Resources that are not replenished by nature or take a long geological time to be formed
Pros:
Easy to transport.
Cost of producing is low since naturally available.
Abundantly available in different areas.
Cons:
Harmful green house gases which contribute global warming.
Cannot be replaced, making them expensive to obtain.
Renewable Resources
Resources that are renewed/replenished by nature in a short period of time
Pros:
Produce clean energy that does not pollute the environment.
Available everywhere throughout the world.
Solar energy can be trapped easily and used for domestic needs.
Boost economic growth and increase job opportunities.
Cons:
Difficult to produce the energy quantity that is equivalent to that produced by nonrenewable fuels
Technology required to trap renewable energy is costly.
Most renewable sources of energy are affected by weather thus reducing their reliability.
Wind power- blades can kill birds and other organisms that fly.
Multiple Choice Questions & Glossary - See original document.
Unit 4: Biochemistry (SC.912.L.18.1 & SC.912.L.18.12)
Learning Objectives
Describe the basic molecular structure and primary functions of carbohydrates, proteins, lipids, and nucleic acids.
Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions.
Explain how factors such as pH and temperature affect enzyme activity.
Discuss the specific properties of water that contribute to Earth's suitability as an environment for life. These include: cohesive behavior, ability to moderate temperature, expansion upon freezing, versatility as a solvent.
Macromolecules
Carbohydrates
Function: Provide the body with short term energy (main source of energy for the cell)
Examples: starch, cellulose, chitin
Structure: Composed of carbon, hydrogen and oxygen (CHO; 1:2:1)
Monomer: Monosaccharide (glucose)
Lipids
Function:
Provide the body with long term energy
Insulate the body
Cushion vital organs of the body
Examples: Fats, steroids, phospholipids
Structure: Composed of carbon, hydrogen and oxygen (CHO)
Has a glycerol head and fatty acid chain(s)
Nucleic Acids
Function:
Store and transmit the genetic information of the cell.
Carry the instruction for the synthesis of proteins (gene expression)
Examples: Deoxyribonucleic Acid (DNA) and Ribonucleic Acid (RNA)
Structure: Composed of carbon, hydrogen, oxygen, nitrogen and phosphorus (CHONP)
Monomer: Nucleotide
Proteins
Function:
Serve as the structural component of living things (collagen…)
Aid in chemical reactions (enzymes)
Help the body fight diseases (antibodies)
Transport materials (protein carrier, hemoglobin)
Carry messages (hormones)
Examples: Enzymes, antibodies, hormones, collagens, tendons…
Structure: Composed of carbon, hydrogen, oxygen and nitrogen (CHON)
Monomer: Amino acid- 20 types
Enzymes
Enzymes are special proteins that regulate nearly every biochemical reaction in the cell. Different reactions require different enzymes.
Function:
Break down complex molecules (“substrate” = reactant)
Catalysts (speed up chemical reactions without being used up or altered)
Lower activation energy for chemical reactions.
Factors that affect enzymes: pH, temperature, and quantity
Properties of Water
Cohesion - water is attracted to itself; Adhesion - water is attracted to other molecules
High heat capacity - Holds heat to regulate temperature; homeostasis
High heat of vaporization - sweating to cool down
Less dense as a solid (ice floats), Ex: insulate lakes so that organisms can survive during the winter.
Water is a great solvent (good at dissolving things)
Polarity - has a slight positive and slight negative charge on opposite ends.
Multiple Choice Questions & Glossary - See original document.
Unit 5: Cellular Structure and Function (SC.912.L.14.1 & SC.912.L.14.3)
Learning Objectives
Describe the cell theory and how continuous investigations and/or new scientific information influenced the development of cell theory.
Explain how scientific claims are evaluated through scientific argumentation, critical and logical thinking and consideration of alternative explanations, in the context of cell theory.
Explain the difference between theories and laws and be able to explain how a theory is developed.
Compare/contrast the general structures of plant and animal
Compare/contrast the general structures of prokaryotic and eukaryotic cells
Relate the structure relates to the function for the components of plant or animals cells. Structures you need to know are the cell wall, cell membrane, cytoplasm, ribosomes, flagella, nucleus, ribosomes, endoplasmic reticulum(rough and smooth), central vacuoles, mitochondria, Golgi apparatus, chloroplasts, lysosomes, and cilia
Explain the role of the cell membrane as a highly selective barrier that carries out passive and active transport
Law vs. Theory
Law: Laws are simple and obvious statements about a phenomenon that never require a second guess, or an experiment to verify.
Theory: is a scientific explanation of an observed phenomenon. Unlike laws, theories actually explain why things are the way they are. Theories can never become laws or vice versa.
Cell Theory
The Cell Theory was developed from three German scientist's discoveries: Matthias Schleiden, Theodor Schwann, and Rudolph Virchow.
Cells of course were discovered much earlier. The first person to see a cell was Robert Hooke.
3 Parts of the Cell Theory
Cells are the basic units of structure and function in all living things.
All organisms are composed of cells.
All cells come from pre-existing cells.
Exception- Mitochondria and Chloroplast have their own DNA and can self-replicate outside of the cell.
Prokaryotic Cells vs. Eukaryotic Cells
Features | Prokaryotic | Eukaryotic |
|---|---|---|
Nucleus | NO | YES |
Membrane-bound organelles | NO | YES |
Size | small | large |
Organisms | Bacteria, Archaea | Animals, Plants, Fungi, Protists |
Ribosome and cell membrane | YES | YES |
Cell wall | YES | Yes, except animals and some protists |
Eukaryotic Cell - Plant
Nucleus - Genetic information used to create proteins
Endoplasmic Reticulum (rough) - transport and creates protein
Ribosomes - create proteins
Golgi Body - packages and transports proteins
Cell Transport
Passive Transport movement of substances across the plasma membrane without the use of the cell’s energy (with the concentration gradient; from high to low concentration)
Diffusion: Movement of substances across the plasma membrane from an area of high concentration to an area of low concentration
Osmosis: Diffusion of water across the plasma membrane from areas of high concentration to areas of lower concentration
Hypotonic – water moves in; cell bursts
Hypertonic – water moves out; cell shrivels
Isotonic – no net movement; cell maintains equilibrium
Facilitated Transport: A carrier molecule embedded in the plasma membrane transports a substance across the plasma membrane following the high-to-low concentration gradient
Active Transport: movement of substances across the plasma membrane that requires the use of the cell’s energy and carrier molecules; substances are moving from an area of low concentration to an area of higher concentration (against the concentration gradient)
Endocytosis – large particles are brought into the cell
Exocytosis – large particles leave the cell
Homeostasis: Internal equilibrium; the plasma membrane regulates what enters and leaves the cell; a selectively permeable membrane only allows certain substances to pass through.
Plant vs. Animal Cells
Structures Found Only in Plant Cells
Chloroplast - captures solar energy to make chemical energy (food)
Central Vacuole - stores water and sap
Cell Wall - protects and supports the plant
Found Only in Animal Cells
Lysosome - breakdown old cell parts; digests foreign substances
Centriole - used for cell division
Cellular Energy
Mitochondria (plants/animals) are used to convert chemical energy into ATP for cellular activities- Cellular Respiration
Chloroplast (plants) is used to capture light energy which is used for Photosynthesis.
Multiple Choice Questions & Glossary - See original document.
Unit 6: Cellular Energy (SC.912.L.18.9)
Learning Objectives
Connect the role of adenosine triphosphate (ATP) to energy transfers within the cell.
Identify the reactants, products and/or the basic function of photosynthesis.
Identify the reactants, products and/or the basic functions of aerobic and anaerobic cellular respiration.
Explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa.
Explain how photosynthesis stores energy and cellular respiration releases energy.
Biochemical Reactions
Chemical bonds are formed and broken within living things creating chemical reactions that impact the ability to maintain life and carry out life functions.
ATP
ATP is a molecule that stores and releases the energy in its bonds when the cell needs it; removing a phosphate group (P) releases energy for chemical reactions to occur in the cell and ATP becomes ADP; when the cell has energy, the energy is stored in the bond when the phosphate group is added to the ADP
Photosynthesis
Plant cells