(c) A student uses this method to investigate the role of leaves in transpiration.

● remove four leaves from a plant

● cover the upper surface of one leaf with petroleum jelly
● cover the lower surface of one leaf with petroleum jelly
● cover both surfaces of one leaf with petroleum jelly
● keep one leaf uncovered
● measure the mass of each leaf
● suspend the leaves for several hours in air

After several hours, the student measures the mass of each leaf again.
The graph shows his results.

1.60 –
Key
1.40 – mass before
mass after
1.20 –

1.00 –
Mass in g 0.80 –

0.60 –

0.40 –

0.20 –

0.00 –
upper lower both neither

Surface of leaf covered by petroleum jelly

7
Turn over
 The student concludes that transpiration occurs mainly from the upper surface of leaves.
Evaluate this conclusion.
(3)
Mass is lost from lower surface/ mass is lost when upper surface covered
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

There are few/no stomata on upper surface. Stomata is in the lower surface
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Hence the conclusion is wrong . Transpiration doesn't occur mainly

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

from the upper surface of the leaves.

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

(Total for Question 2 = 10 marks)

8
 2
r ' -
I
t \\.
'"
I
�
I •. , 4'••.::,r·'"'· .J•
"'f"'. • .. • � ' , • rt

n,e student concludes that transpiration ocwrs mainly from &ht uppe,- w,1c¥:Ad -e.
Evaluate this condusion.

When the student put petroleum jelly on upper surface, the loss in mass was almost same the leaf in which

no petroleum jelly was applied. Hence, there is very little transpiration that occurs through the top of the leaf

due to lack of stomata.

The leaf in which petroleum jelly was applied at the bottom almost had no change in mass. The loss in mass

was similar to the leaf in which jelly was applied to both sides. So, we can conclude that transpiration occurs
mainly on the lower surface of leaves due to lots of stomata being present.

Hence, the student's conclusion is false. Transpiration does not occur mainly from the upper surface
of leaves.

Page 2
4 Translocation is the transport of the products of photosynthesis in a plant.
A scientist investigates the effect of sulfur dioxide gas, a common air pollutant, on the
rate of translocation in young bean plants.
She uses this method.
• select young bean plants that each have one mature leaf and one young leaf
that is still growing
• expose some of the plants to sulfur dioxide gas, a common air pollutant
• measure the rate of translocation in the plants exposed to sulfur dioxide gas
• measure the rate of translocation in the plants not exposed to sulfur dioxide gas
(a) (i) Identify the independent variable in this investigation.
(1)

sulfur dioxide

(ii) Identify the dependent variable in this investigation.

(1)

rate of translocation

(iii) Suggest a control variable for this investigation.

(1)

temperature

(b) The diagram shows one of the young bean plants viewed from above.

young leaf

stem

(i) Draw an arrow on the diagram to show the main direction of translocation.
(1)

(ii) Name the tissue that is the main site of translocation.

(1)
phloem

(iii) Name one substance that is moved by translocation.

(1)
sucrose

Page 3
(c) The scientist compares the results for the two groups of plants.
She realises that sulfur dioxide might directly affect the rate of translocation or affect
the rate of photosynthesis.
Explain why changing the rate of photosynthesis would change the rate of translocation.
(3)
Changing the rate of photosynthesis would change the rate of translocation

because more photosynthesis, so more product (glucose), more sucrose.

more translocation occurs and respiration.

(d) Explain how sulfur dioxide pollution can affect ecosystems.

(4)
Fossil fuels naturally contain sulfur compounds. These produce sulfur dioxide

when the fuel is burned. When sulfur dioxide dissolves in water droplets in clouds, it
makes the rain more acidic than normal. This is called acid rain.

Acid rain damages the waxy layer on the leaves of trees. This makes it
more difficult for trees to absorb the minerals they need for healthy growth
and they may die. Acid rain also makes rivers and lakes too acidic for
some aquatic life to survive.

lowers pH

(Total for Question 4 = 13 marks)

Page 4
2 Bethany wanted to compare the mass of water lost from the upper surface and the
lower surface of a leaf.
She set up an experiment using four leaves from the same species of tree. She
estimated the surface area of each leaf by drawing around its outline on squared
paper as shown in the diagram.

\
\'
\
\
I \
I ,_

\
-....... - __,,,.I'\ r"'-.... V
_/

(a) Estimate the total surface area of this leaf in cm 2.

(2)

120 to 136
........................................... cm2

Page 5
(b) She applied a thin layer of petroleum jelly to the leaves as described below.

Leaf A no surface covered

Leaf B lower surface covered

Leaf C upper surface covered

Leaf D upper and lower surfaces covered

She then carefully weighed the leaves and recorded their mass. She hung the
leaves by their stalks from a wire as shown. She left the leaves for 6 hours and
then carefully weighed them again.

Leaf A Leaf B Leaf C Leaf D

Leaf C had a lower surface area of 24 cm 2 and lost 0.2 g in 6 hours.

Calculate the loss of mass from leaf C in g per cm2 in 1 hour.

(2)

Answer 0.00138 ... g per cm2 in 1 hour

(c) Identify the independent variable in this experiment.

(1)

surface (area) covered or exposed

(d) Identify the dependent variable in this experiment.
(1)
(loss of) mass

(e) State one variable that Bethany should control in this experiment.
(1)
light

Page 6
 (f) (i) Complete the table to show the order in which the leaves A to Dare most
likely to lose mass.
(2)

Mass lost Leaf

l
Most A
C
B
Least
D

(ii) Give an explanation for your answer.

(3)

Stomata is present mainly on lower surface. So, transpiration occurs

mainly on the lower surface of the leaf.
A - no surface covered, most mass lost /water lost
C - upper surface covered, next most mass/water lost
B - lower surface covered, less mass /water lost
D - both surfaces covered, least mass /water lost

sensible link between leaf coverage and loss of mass/water.

(Total for Question 2 = 12 marks)

Page 7
s Explain how the rare of transpln1t1Pn I• affe,terl PY c:han011• In lh'11,1nvhnnn, 11\1
II

The rate of transpiration is affected by several factors:

1. Temperature - when the temperature increases, air becomes dry. As dry air can absorb more water,
there is more water loss and rate of transpiration increases. Evaporation and diffusion are faster at
higher temperatures, increasing transpiration. The opposite will happen in lower temperatures.

2. Air current - When the wind speed increases and there is high air current, moving air removes
saturated air surrounding the plant which is replaced with dry air. As dry air can absorb more water,
there is more water loss and rate of transpiration increases. The opposite will happen in lower air
current.

3. Light - When the light intensity is increased, guard cells become turgid and the stomata open. This
increases rate of transpiration. The opposite will happen when light intesity is decreased.

4. Humidity is the amount of water vapour in the air. In high humidity, air absorbs less water. So less
transpiration. The opposite happens in low humid conditions.

Page 8
10 Steven wanted to measure the rate of water loss from a leafy shoot. He set up this
apparatus in normal laboratory conditions.

leafy shoot

,____ rubber tube

capillary tube

1----- air bubble

111

-�-water

(a) Name the apparatus Steven used.

(1)

potometer
(b) Name the process by which a plant loses water.
(1)

transpiration

Page 9
(c) Describe how Steven should set up the apparatus and how he should then use it
to estimate the rate of water loss from the leafy shoot.
(4)

• As shown in the diagram , Steven should attach cut shoot with

rubber tubing to the capillary tube.

• Capillary tube should be dipped into beaker of water.

• Syringe or something similar should be used so that bubble

can be reset to original position.

• A scale should be used so that distance travelled by bubble

can be measured

• Keep plant in a particular environment (for example, humid)

• Distance travelled by bubble in certain period of time should be

noted

• Repeat experiment and find average result which indicates the

water uptake by plant.

• Rate equals to distance moved by bubble per unit time

Page 10
 (d) Steven carried out three further experiments. He used the same plant, but changed
one condition in each experiment.

The table shows the percentage change in rate of water loss for each condition
when compared to Steven's original experiment.

Percentage change in rate

Condition
of water loss (%)
wind increased +23
light intensity reduced -40
half of the leaves removed -48

Explain the change in water loss when

(i) wind was increased

(2)

Wind removes saturated air surrounding the plant which is

replaced with dry air. As dry air can absorb more water, there is

more water loss and rate of transpiration increases.

(ii) light intensity was reduced
(1)

guard cell become flaccid, stomata close and there is less water loss.

(iii) half of the leaves were removed.

(2)
less surface area so reduced number of stomata through which
water can be lost, so there is less water loss.

(e) Suggest how Steven could increase the wind around the leafy shoot.
(1)
fan / hairdryer / outdoors / put in a draught / put
in open window

(Total for Question 10 = 12 marks)

Page 11
2 A student sets up this apparatus to investigate the transpiration rate of a plant.

cotton
wool

water

electronic
balance
1 2s □.3s I

(a) (i ) Suggest how the student could determine the transpiration rate of the plant.
(21

Take initial measurement of the mass of the plant. Then measure the
mass of plant again using electronic balance after a period of time. Then
compare the results to find change in mass of plant and hence, find rate
of transpiration.

(ii) Draw a diagram of the apparatus that the student should set up as a control.
(3)

Page 12
 (b) The student changes the conditions in which the plant is kept. This affects the
transpiration rate of the plant.

Complete the table by giving the missing information.

(S)

Change in
Change of condition Explanation for change in transpiration rate
transpiration rate
more (kinetic) energy / more
warmer air increase evaporation / molecules move faster/
dry air absorbs more water

put in the dark decrease guard cells flaccid, stomata close

increased wind increase

increased concentration gradient / moves
molecules away /blows water away

More water vapour in the air so less water can be

increased humidity decreases absorbed due to decreased concentration
gradient

(c) Explain why transpiration is important to plants.

(2)

because it supplies mineral ions to the plant by uptake of water from the soil,
prevents wilting and allows for water transport needed photosynthesis.

(Total for Question 2 = 12 marks)

Page 13
7 A student uses this apparatus to investigate the effect of nitrate ions on the growth of plants.

young plant

air _. ==--=----=------
� cotton wool

wooden lid to cover

the jar
glass jar

0 solution
cardboard surrounding 0 0
0
the jar

• A young plant is grown in a sterile solution containing all the mineral ions needed
for growth.

• The student repeats the experiment with other young plants.

• The student also carries out the experiment with young plants grown in a sterile
solution that contains all the mineral ions except nitrate.

• The student measures the length of the stem of each plant every five days.

Some of the student's results are shown in the table.

Average (mean) length of stem in mm

Time In
days Solution containing Solution without
all mineral ions nitrate Ions

0 23 23

5 30 25

15 45 30

25 98 38

35 145 38

45 160 37

55 163 37

Page 14
 (a) Describe the growth of the plants in each solution.
(2)

more/faster growth in solution with all mineral ions

growth levels off / less growth /

decrease in growth /
growth stops (45 days / 25 days)

(b) Explain why young plants absorb more mineral ions when air is bubbled through
the solutions.
(3)

When air is bubbled through solution, it provides oxygen needed for

respiration. Mineral ions are taken up through active transport which uses
energy from respiration.

(c) (i) Suggest why each solution is sterilised at the start of this investigation.
(2)

(kill) algae / bacteria /

microorganisms / pathogens / fungi /
virus

prevent use of mineral ions (by microbes)

(ii) Suggest why the glass jar is surrounded by cardboard during this investigation.
(2)

less/no light / exclude light

prevent algae growth /

prevent photosynthesis

Page 15
( d) (i) Identify the dependent variable in this investigation.
(1)

length

(ii) Name one biotic (living) variable that should be controlled in this investigation.
(1)

age

(Total for Question 7 = 11 marks)

Page 16
 17

6 Stomata are pores found mainly on the underside of leaves.

guard cells

(a) Explain the role of the stomata in

(i) transport in plants

[2)
Stomata are tiny holes found in the underside of leaves. They control water loss and gas
·••.. • •••••• •m •-••••• •-••<•H > .,••••·• •-·• ••H-•., •• • •••.. ·•·• · •-••••--••. .• ••0<•<•••--•-•••·••••-• .. ••. .•••...........,.___,.....................M.. ,0,,...... ............. ...,............
exchange by opening and closing.- They allow-• water -
• • �••••
vapour and oxygen out of the leaf 400,o--••••-•••M•OOOOo
and
carbon dioxide into the leaf. This creates transpiration pull / transpiration stream
............... ,.._,,,,,__ ,,,,., -· · ···· • ·-·••···--····...·.................._, ____ . ..............._ ,..•...._., ......_,,_,__,........ _, ,, .....__............,..............,.... .._.,_____.................................. ............... .
,,,_, _
Plants absorb water from the soil by osmosis. They absorb mineral ions by active transport,
against the concentration gradient. Root hair cells are adapted for taking up water and mineral

_ __
, • • ,
, > 0• • •.
<0 0 -• -•·-.. O • •<
o O• • • - 0- ., • ____, , ,. ,..0. . . .. . . •••
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ions
····-······-· ··-····-· ·· ···..,··· ···· ..... __
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. .. ,,.:.,.- -.,-....... _.....................,...., . _...,.._ __. , .,. .. ....."... "-•·••·.......... -·-· .............. ..... .............. ,.,_.. . ·-
_
................... ...... ....,_..,...............,___,.__........... .._
' '
__·-··-········"..._...,_,_,...._....
'
. ..-............. ... ..... -..,··-- -.............................. -................... .. ................. ...... _........................ .
' ' '

.
···-············..·····--·····-- -···..... -...._.__,.�........_,,___...................._..,r.-..�•·.........•-·....· · •-•o o••..• • ...........
---...........................-.....................-........................ .
' '
' '

,. ,. '. • _ _ __· · •-...••

(ii) gas exchange in plants.

(2)

Gas exchange in plants occurs through stomata.

Plants respire all the time through stomata. During normal respiration, O2 is absorbed
and CO2 is given out.

During the day in presence of sunlight, oxygen is released as a result of photosynthesis

and CO2 is absorbed.

Page 17
 ./-+c_411.,f(. re_..h'., - 18
!WJck

(b) An experiment is carried out to examine the effect of the size of stomata I pores on
the rate of transpiration.

The data were collected in still air and in moving air.

0 0 0

4 22 38

8 46 140

12 48 165
16 50 210
20 so 248
24 so 264

Page 18
 19

po re siz e on transpiration rate in

ow th e effect of stomata!
(i) Plot a graph to sh
still and moving air.
Use a ruler to join your points with straight lines. (6)

_,..
,. -'... -
,_ -
_ - .c
,I - -- -
,. .. l- •
..
·• ... ,. . . . ..
,_
.. • C.
-- �- -L .• -· --1-" • - L
__,. __
- .. .... . . - - L
··- ,a --

... . - ,. -
--
..
- ...
- -1 . .. -

- .L.,_
. ,_

.L '" - .
' •. - ....-L.
,_ -
- -.,...·"-
-• - .. .
. .... -- . -- 1-
-..
. ... ,_ . -- -
,_ L· , ., _
L. .
·---·-- -.. ---. - - .. .•. . -I,.1-
L,., -
�

,_
. ..
•
,
1 - -.
1 - • •
.
•L - - ·• Hel-
• 1- .l-l-
j •l- li-l-+• -c
-1-- -- - ... 1- --1-- - ... .. ,
·- 1---1-­
-� · f---
·
-
1...
. -- -

-'
L-1-, '
••1-1-
L
-H· •

1-1J. -1- I 1-1-1- 1

... - - ... - .- ··t-1 -1+1

--L.---i-....-•. -- ·
J J.J.1.1.c
I• .L - L •I • ..1,,, •'.-
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,L • -1-i·- , 1- •• • •L
l+I..J .Jl-1-1- -
-
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- •· -. . . -.
L. .1,.. .• -�---,--L
L .. ·-···- -· ·-'-·
. ,_
L L•
••_
•1 ..

. •L,
• - •I,.. -
•L- ,
c .
•-• 1-1- • . 1 -
• L - = ., - -�
•l··l>-1•+1l+f ·-1-- H· .. I• . - .
�1- I,,,, -

,.
L l-1.
- -• •
,1-1.J4.U.-I.J.
••· LJ. '" L

(ii) Use the graph to compare the effect orncreas g s tomataI pore size on
transpirati on rate instill and moving ai:. ,n

(2)
Transpiration increases in bot still and moving air as the stomatal pore size increases.
Transpiration rate reaches 50 and then stops.

Transpiration is much more in moving air because air current increases rate of water
loss. Transpiration rate keeps increasing.

Page 19
 20

(iii) Explain the effect that moving air has on transpiration rate.
(3)

... ..,,.---.... ....... ..._._ _ __ ___ ___ ......... . . . .... .. •.-- ·-·--· --····-·-·
takes water away / blows water away from surface of leaf_ and increases water loss.
· ......_.. air blows away saturated
- ····-·Moving ........ ......... ... _
-. . .... - -,air , _.,, ,, ,, .. _
around leaf which is replaced with dry air. Since dry
, _,

air can absorb more water, transpiration rate increase.

-� · · · · -··· ·• •- .· -· ·····..···• · ..·····•···........ ................... ......- ..· ·······- ··· -········ . .··--. -·--····· ..· ·-· ............. . ..... .... ... ........... - ,.-··--· --·-····· ····--···· ····-·····..-- . .,-,_····-···-··-·-- --
·

······- ·-·-··· -·-·····-·-· · · ·-··· ··· ·· ·· ·-..,,.._.... ... .

increases / maintains gradient
_ ,, , ,...._,_ _ _ _ ___________
,__ _______,, , ...-, ... ...... . ....----.----···--··- ·-·· ··-······· - ·• •· · -· ·-··· ··-····-···-····-·... .... _...

..... '. ·-··..... . _... ...,_,........................ ". . ........... ..............'... '. ..- ··. .................... ..............................._.............. . .. ....
_, , , ........... ..... ... .... ......... .. --- .. ·-..···--··" '·.-·....-· ··---·
,_....,. ' '

...... ...........'...........................................................-····.·--........ ............................. .................... ................ -···-·.......- ........ ... .·-··· .............- .--- • ···-·..·--- --· - ·........--..
,,_,,' " '

........_,,_____ ..···-..··- · ·.......... . ....... .··· ·• ·-·· --....... ,_.,,,.................._.,................................'...................... ... .. ............ . ......-,. ... .. ....................... .... • · • -· .··-". .-···· ..---•.. .· ·-·-·-· ·.
(Total for Question 6 - 15 marks)

Page 20
 rt(O.nSpttt. o.,/,'f) h · 2(

9 The diagram shows a section through the root of a plant.

xylem

phloem

{al Name two substances that are transported in the xylem.

--··· (2)
water
, .......,• .__ - ........................� ,. .., -, .•, .., .................. "".... . ...····· •·...................."... ·-······" '...........·-······--· - ·-··--••.·--·'· ·- ·-··- ······--- ··----. ····-· ·· ---···
···••*••··.· -·'

2 · - · . / ions
··--··- ··.
minerals
............ .. -
.......... ....... ... .... ........... .......... ,.. .............. .. ........ ..,
, .. . ...... .,.. ---·····-·---.-·-·-··
,, ,_

{bl Draw and label a root hair cell in the following space.
(5)

Page 21
 2?

(bl Some useful substances are dissolved In the water that Is taktn up by pliln.
Name one of these substances.
(ll
mineral ion / salt

(cl This apparatus can be used to Investigate the rate of wattr uptt� by I lttfy .shoot,

ltafy shoot

i---- rubber tubt

--- c:aplllary tubt

--- air bubblt

Page 22
 23

(i) Describe one precaution you would take when setting up this apparatus.
(1)

... ....stem ·· · · .. ..·····-···· ·- -·--··· - . ·••· -··· -·- · ·---·-···'"·-·· ··-······--·-··--··-·

····· . -·angle
. ........ .. .at·-··an ·• " -·· · --- ·--- ···-·..· ... ··- -· ·--·- --•---·--·�4-
water/air-tight / dry leaves / cut under water / cut

. .... ... . .. ......· ·-·. .. ......... .....-.. -- ·· ..... .. .... .. .·-· ···-··-. . · -· - -..
, ,_
_ ,, .. .. ...,... .... . . .·· ··- · --· ..... ....._ __ ... ····--.. -- · ··- -·--· -.... ·-· ··--
, , ,. _
,., _ , ,, ' '. , '

(ii) Give two environmental conditions you could vary in the laboratory when
investigating the rate of water uptake by a leafy shoot.
For each condition describe how you could obtain a range of different values.
(4)

Condition •-••••••-
light intensity
-• • •..
• • • -•••• -••-••••- • • • ••-• - • • •_,.., ,,,_,,.,,, ••--• • - - - - •-••••-•• •,.- -•••-•-••••••••-- ---••- -n -•••-•• • - •
-

How I could obtain a range of different val ues · ··-·. ... ....___ _,._,.,.. ._... ............. ..._.�. . .. . .....
.. ___ ______
_ _________,.,_ , _

·-·· ·· ···•·····. . . ·. ·-· · ...._. · · - -· - --·- ···--··----·· -··--·····- ···· ·.... ........ ------·--·---·--. ·- - - ·- -•·-•---· ···· ..-...-..." -· -······-···- ··-·.--
.··Light
· · -·-···- · ..- ·-intensity
·- -·.. ·-···..·--•·••.can --. ·--·····.. --.. - -..-
be--controlled
· ·- ·· ..-- by . ..... ..... ---·...·-the
........placing .........·-· -· near
···-·. ..plant ··-- -·---or
a .·lamp
···---·- ···--in --·· ·--"light
- --dim --·- to get
a range of different values.
_ ·-··---.· .- --·-··--- ·-····--·-·-· · ·--•·- •---··..-········'"··-··-·-··... .. .. ........ ...·-···-·-······..-···•· -· ·..······-········ ..······- - -···..........- - ·-····- ...... _... _.
. .. .. .

•--• ••••••••- •- --•""• •-,.•• ••• •••• •..• • • - • - •••--

•- - . . •••.... ••••• ..•• -•••••••�
...... -
.,.. .. .,. ., . ,••,.•• _ ., _.. •-•••••••• •--••••-••••• ..
- - •-- - . --•••••••..--- •-•••••••
.
• ,_ - -
••--••••• -•••w

... .. _.._ _·-·· -· · -- ···-···-..- - ·-· -·- ···.. ..... ..." - · ......... ........... .........· ·- ··..... _. ···--·-'... ..... .................-·-··-"•........ _ . ,.. . ·-·" ·•-·- --·... . ··- ·····- ··---·
__
,
.,· -

Condition ---·-. . ··-

wind ..speed
- · ... ····· ..........._......................__..,...._.. _ __
· --.-......... .. ._.._,..,... · · · - - _ _, .. ___ . , ,,, __ ,. , ___. ___.. ,_ . ...
How I could obtain a range of differentvalues We could use a fan at••--
. . . . .. ..••••••••- -
-- high and low
W••••- • - ·..•-·•· H-�- ·•••ow..... . . . __•,
..• · • • • -..-••••-••• • - - •-
speed to
- •..-•••••-...O
..
control wind and obtain a range of different
values.

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