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IGCSE · Cambridge (CIE) · 0970

Explain why a plant wilts when loss exceeds uptake

Connect a water imbalance with reduced cell turgor and temporary changes in support.

Transpiration pathway · 0970 (9–1) · 8.3
Exam scope and assessment notes

Extended only (Supplement) · Biology 0970, 2026–2028. Use the stated specimen features and evidence. Diagrams are schematic. Written practice is self-checked; human subject-teacher review, supervised practical competence and cumulative assessment remain pending. Cambridge states that IGCSE 0970 has the same subject content as IGCSE 0610, with 9–1 grading. This StudyForA pathway maps the 2026–2028 syllabus only. This 9–1 graded qualification is available only in a limited number of administrative zones. Confirm that your centre can enter you for this code and exam series with Cambridge International. Cambridge has published a separate syllabus for 2029. StudyForA has not reconciled that version yet; this page supports exams in 2026, 2027 and 2028 only.

Before you begin

  • Recall osmosis, vacuoles and turgor.

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

Quick readiness check

What is turgor?

What you will learn

  • Relate uptake/loss imbalance to cell water loss
  • Explain wilting using reduced turgor
In the simplified supplied balance, uptake 3 mL minus loss 5 mL gives a 2 mL reduction in stored water. Reduced cell water and turgor weaken support in soft tissues; this is not destruction of lignified walls.Water balance and turgorUptake 3 − loss 5Balance = −2 mLLess cell waterReduced vacuole fullness /turgorLess soft-tissue supportWilting can result
In the simplified supplied balance, uptake 3 mL minus loss 5 mL gives a 2 mL reduction in stored water. Reduced cell water and turgor weaken support in soft tissues; this is not destruction of lignified walls.

An imbalance reduces stored water

A plant can lose water faster than roots replace it. When the loss exceeds uptake, available water in tissues declines. Over a stated interval, the water balance is uptake minus loss; a negative balance means a reduction in water stored, assuming no other inputs or outputs in the simplified model.

For uptake of 3 mL and loss of 5 mL, the balance is −2 mL. This does not mean that transpiration is negative; it means the plant’s stored water decreases by 2 mL in the stated model.

Less turgor means less support

Cells lose water, their vacuoles become less full and the pressure of contents against cell walls decreases. Reduced turgor weakens support in soft tissues, so leaves and young stems can droop: the plant wilts. This is different from destroying lignified xylem walls.

Recovery is possible if water supply restores turgor before lasting damage occurs, but not guaranteed after severe stress. Wilting alone does not uniquely diagnose its cause; damaged roots or other changes can also reduce uptake. Use the stated water balance to explain this case.

Pause and explain

Which chain explains this wilting case?

Put the idea to work

Worked example

Uptake is 3 mL and loss 5 mL. Explain the balance and the link to wilting.

Show the worked solution
  1. 3 − 5 = −2 mL, a fall in stored water in the simplified balance.
  2. Cell water/turgor decreases, reducing support in soft tissues.

Answer A 2 mL water deficit can reduce turgor and cause wilting under the stated conditions.

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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

Calculate water balance for uptake 3 mL and loss 5 mL.

Give me a hint

Use uptake minus loss.

Compare my reasoning
  1. 3 − 5 = −2.
  2. Interpret the negative sign as reduced stored water.

−2 mL: stored water decreases by 2 mL in the simplified model.

Look for these in your work

  • Calculate −2 mL
  • Interpret the sign correctly
2 · Independent

Uptake and loss both equal 4 mL over the interval. Does this balance itself prove wilting?

Give me a hint

Compare the totals, then the limit of the model.

Compare my reasoning
  1. 4 − 4 = 0 mL change in stored water from these flows.
  2. Zero net change alone does not establish reduced turgor or wilting.

No. The stated flows balance; this evidence alone does not prove a new water deficit or wilting.

Look for these in your work

  • Calculate the zero balance
  • Avoid an unsupported wilting claim
3 · Transfer

A wilted seedling regains firmness after watering. Explain a plausible cellular change and one limit.

Give me a hint

Use water, vacuole and turgor rather than new wood formation.

Compare my reasoning
  1. Water entry restores fuller vacuoles and turgor.
  2. Recovery here does not guarantee all severe wilting is reversible.

Restored cell water increases turgor and soft-tissue support; severe damage may prevent recovery in other cases.

Look for these in your work

  • Explain restored turgor
  • State the recovery limit

Common mistakes

  • Treating reduced turgor as broken cell walls.
  • Promising complete recovery from any degree of wilting.
Recall without your notes

What can you explain now?

Which chain explains this wilting case?

Compare with the explanation

Loss exceeds uptake → less cell water → reduced turgor

Reduced turgor weakens soft-tissue support.

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

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Make it stick

Explain wilting from water balance to the cell and then to the visible leaf.

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 Biology (9-1)

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. This is the separate 9–1 qualification 0970; Cambridge states that its 2026–2028 subject content is otherwise the same as 0610. This 9–1 graded qualification is available only in a limited number of administrative zones. Confirm that your centre can enter you for this code and exam series with Cambridge International. The 2029 syllabus is separately published at https://www.cambridgeinternational.org/Images/764352-2029-syllabus.pdf and is not yet mapped here. This course supports exams in 2026, 2027 and 2028 only.

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