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IGCSE · Cambridge (CIE) · 0654

Explain temperature, wind and humidity effects

Use evaporation and diffusion to explain environmental changes while respecting plant responses.

Section B8.3 · Transpiration

Transpiration · Cambridge IGCSE 0654 · B8.3

Mapped to the named 0654 section using teaching from the corresponding single-science course. A 0654-specific review of every Core and Supplement objective is still in progress. Written practice is self-checked; it does not demonstrate supervised laboratory competence or award an official Cambridge grade.

Before you begin

  • Recall diffusion gradients and controlled investigations.

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

Quick readiness check

Which gradient drives outward vapour diffusion?

What you will learn

  • Explain each environmental factor through the loss route
  • Use matched conditions and stomatal-response limits
Temperature can promote evaporation, wind can remove humid air near the leaf and higher humidity can reduce the outward vapour gradient. These predictions depend on conditions; stress-related stomatal closure can limit loss.Explain the factor, retainthe conditionsTemperatureEvaporation potentialWindRemoves the humid boundarylayerHigher external humiditySmaller outward vapourgradient
Temperature can promote evaporation, wind can remove humid air near the leaf and higher humidity can reduce the outward vapour gradient. These predictions depend on conditions; stress-related stomatal closure can limit loss.

Temperature and wind act differently

Higher temperature can increase evaporation and the capacity of air to hold water vapour, often promoting loss under suitable matched conditions. Do not reduce the explanation to “heat makes roots drink”; connect the change with the leaf evaporation and vapour route.

Wind removes humid air from near the leaf and replaces it with drier surrounding air, maintaining a larger outward vapour gradient. In still air, a humid boundary layer can build up. Airflow effects depend on external humidity and whether pores remain open.

Humidity changes the gradient

Higher external humidity usually reduces the water-vapour concentration difference between the internal leaf air spaces and outside air, reducing net diffusion with other factors comparable. Lower humidity can increase that difference and promote loss.

These are conditional predictions. Severe water stress or heat can close stomata and reduce loss; interacting factors can change the result. Compare temperature, humidity, wind, light, hydration and leaf area carefully rather than claiming an unlimited response to one factor.

Sources for this lesson

Pause and explain

Why can wind increase loss in suitable conditions?

Put the idea to work

Worked example

Explain why a hydrated leaf with open stomata may lose less vapour in humid than dry air at the same temperature.

Show the worked solution
  1. Internal moist air has a relatively high vapour concentration.
  2. Humid external air reduces the inside-outside concentration difference.

Answer Higher humidity reduces the outward vapour gradient, so diffusion and loss can decrease under matched conditions.

Try a topic test

Choose Easy, Normal or Difficult. Save your answers and open worked review after finishing.

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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

Explain a lower loss rate when external humidity rises at matched temperature.

Give me a hint

Use the internal-to-external concentration difference.

Compare my reasoning
  1. Higher external vapour concentration narrows the gradient.
  2. A smaller gradient can reduce outward diffusion.

Higher humidity decreases the outward vapour gradient and can reduce loss, with other conditions matched.

Look for these in your work

  • Explain the gradient
  • Connect it to diffusion
2 · Independent

Give distinct explanations for increasing wind and increasing temperature.

Give me a hint

One changes surrounding air; one affects evaporation.

Compare my reasoning
  1. Wind removes the humid boundary layer and can maintain the gradient.
  2. Temperature can increase evaporation and vapour-transfer potential.

Wind: humid-air removal. Temperature: increased evaporation potential, under suitable controlled conditions.

Look for these in your work

  • Explain wind
  • Explain temperature without conflating them
3 · Transfer

A hotter dry treatment gives lower uptake after the leaves wilt and pores close. Does it disprove the usual conditional predictions?

Give me a hint

Check whether plant condition stayed comparable.

Compare my reasoning
  1. Wilting and closure change leaf condition and open pore area.
  2. The usual prediction assumes suitable hydration and comparable stomatal conditions.

No. Stress and closure can reduce loss; the treatment no longer isolates temperature with comparable functioning leaves.

Look for these in your work

  • Identify the changed plant response
  • Keep the prediction conditional

Common mistakes

  • Saying humidity blocks every water molecule physically.
  • Claiming temperature or wind always increases loss without limits.
Recall without your notes

What can you explain now?

Why can wind increase loss in suitable conditions?

Compare with the explanation

It removes humid air near the leaf

Replacement with drier air maintains the outward gradient.

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

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Make it stick

Explain all three factors through evaporation or vapour diffusion, then give one response that limits the trend.

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.

Keep learning Sciences — Co-ordinated (Double)

Course scope and assessment

This 2028–2029 pathway maps all 152 detailed subject-content sections in the published 0654 syllabus to original teaching and staged practice. It adapts teaching from the related single-science pathways and excludes clear 0610-only topics such as classification systems, human excretion, tropic responses, food supply, population dynamics, detailed pollution and biotechnology. Some explanations may include wider single-science context. A 0654-specific objective-by-objective review, Core/Supplement audit, human subject-teacher review, supervised laboratory experience and cumulative assessment remain in progress. Written practice is self-checked and does not predict an official grade. The 2025–2027 syllabus has not been reconciled here; choose the 2028–2029 syllabus only.

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