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IGCSE · Cambridge (CIE) · 0610

Explain transpiration pull and cohesion in xylem

Connect evaporation at the leaf with tension transmitted through a continuous water column.

Section 8.3 · Transpiration

Transpiration pathway · 8.3

Extended only (Supplement); Biology 0610, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked

Before you begin

  • Recall the transpiration route and vessel structure.

Work on paper. Try each question before revealing help, and explain why your method works.

Quick readiness check

What does cohesion refer to here?

What you will learn

  • Explain how leaf loss creates transpiration pull
  • Explain cohesion’s role in the water column
Leaf evaporation creates tension as water is replaced from xylem. Attraction between water molecules helps keep a continuous column transmitting the pull. Thick lignified walls resist collapse.A pull through cohesive waterLeaf evaporationCreates a transpiration pullCohesionAttraction between watermoleculesContinuous xylem columnTransmits the pull
Leaf evaporation creates tension as water is replaced from xylem. Attraction between water molecules helps keep a continuous column transmitting the pull. Thick lignified walls resist collapse.

Loss at the leaf creates a pull

Evaporation from mesophyll surfaces removes water, which is replaced by water from leaf xylem. This generates a pull, or tension, on the xylem water column. The pull can draw more water along the stem from the roots. It is not a leaf squeezing water up a tube.

Xylem’s thick lignified walls help resist collapse under tension. The original vessel structure remains important: an extended open lumen conducts water, while strong walls support the passage.

Water molecules attract each other

Cohesion is attraction between water molecules. It helps maintain a continuous column so that tension at the leaf can be transmitted through the water in xylem. In this syllabus explanation, transpiration pull and cohesion work together.

An air break can disrupt continuity; roots and xylem are not a heart-driven blood circuit. Mature vessels lack cell contents, so describe physical pull on a water column rather than active pumping by vessel cytoplasm. Some real conditions complicate this model, so continuity is an important assumption.

Pause and explain

Which sequence explains the stream?

Put the idea to work

Worked example

Explain how leaf evaporation can draw water through a stem without vessel cells actively pumping it.

Show the worked solution
  1. Leaf water loss creates tension as water is replaced from xylem.
  2. Cohesion maintains a continuous column transmitting that pull.

Answer Transpiration pull acts through a continuous cohesive xylem water column; mature vessels do not actively pump with cytoplasm.

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From guided practice to a new situation

Write your answer and reasoning first. Use a hint only if you are stuck. The model solution is for self-checking; your written work is not automatically marked.

1 · Guided

Give a two-stage explanation linking transpiration with upward water movement.

Give me a hint

State the pull and how it is transmitted.

Compare my reasoning
  1. Water loss at mesophyll creates tension in leaf xylem.
  2. Cohesion keeps the water column continuous so the pull is transmitted.

Transpiration creates a pull; cohesion maintains a continuous xylem column carrying the tension along the pathway.

Look for these in your work

  • Describe the pull
  • Describe cohesion and continuity
2 · Independent

Why do thick xylem walls help while the water column is under tension?

Give me a hint

Relate tension to deformation of the passage.

Compare my reasoning
  1. Tension can tend to collapse a weak tube.
  2. Thick lignified walls resist collapse and support it.

Strengthened lignified walls resist collapse, helping maintain the conducting passage under tension.

Look for these in your work

  • Mention lignified walls
  • Connect strength with maintaining the passage
3 · Transfer

An air gap interrupts the water column. Explain why the simple continuous-column account may fail there.

Give me a hint

Which assumption has changed?

Compare my reasoning
  1. The continuous water column is broken.
  2. Tension is not transmitted across that gap in the same way as through connected water.

The continuity assumption is lost; an uninterrupted cohesive-column explanation cannot simply be applied across the air gap.

Look for these in your work

  • Identify the break in continuity
  • Explain the model limit

Common mistakes

  • Saying water boils throughout xylem to push the stream.
  • Confusing cohesion between water molecules with an active cellular pump.
Recall without your notes

What can you explain now?

Which sequence explains the stream?

Compare with the explanation

Leaf evaporation → pull → cohesive xylem column

Loss and water replacement create tension transmitted through the column.

After trying it yourself, choose your next review. This is your self-assessment.

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Make it stick

Explain the stream using “evaporation”, “pull”, “cohesion” and “continuous column”.

If you needed the solution, close it and solve the problem again from a blank page. A correct answer is stronger when you can explain the reason for each step.

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Course scope and assessment

780 sequenced lessons provide 2340 guided, independent and application problems in characteristics, classification, cells, organisation, specimen size, membrane transport, biological molecules, enzymes, plant and human nutrition, plant transport, circulatory systems, the heart, blood vessels, blood, disease transmission, body defences, immunity, gas exchange in humans, respiration energy uses and investigations, aerobic respiration, anaerobic respiration and recovery, excretion in humans, coordination and response, sense organs, hormones, homeostasis, tropic responses, drugs, asexual reproduction, sexual reproduction, sexual reproduction in plants, sexual reproduction in humans, sex hormones in humans, sexually transmitted infections, chromosomes, genes and proteins, mitosis, meiosis, monohybrid inheritance, variation, adaptive features, selection, energy flow, food chains and webs, nutrient cycles, population, community, ecosystem, population-growth phases, food supply, habitat destruction, pollution, conservation, biotechnology and genetic modification. 61 of 61 syllabus sections have linked teaching and staged practice. The earlier inheritance overview remains introductory, and the monohybrid pathway develops the relevant Core and Supplement requirements. This is not full programme completion or guaranteed exam readiness. Written practice is self-checked.

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