1aThe Nature and Variety of Living Organisms
Characteristics of living organisms — Edexcel Linear - OL Revision Notes & Topical Questions
5 min read 7 parts Lesson 1 of 4 2 quizzes
Curriculum Equation Key قوانين الرقم الهيدروجيني والاتزان الأيوني - pH & Acid-Base Equilibrium FormulasFast Exam Solution
pH = -log[H⁺] | pOH = -log[OH⁻] | pH + pOH = 14 | [H⁺][OH⁻] = 10⁻¹⁴
Word Equation & Conditions: الرقم الهيدروجيني = -لوغاريتم تركيز أيون الهيدروجين | pH + pOH = 14
Location & Specifications: الاتزان الأيوني، كيمياء 3 ثانوي، التحصيلي، و AP Chemistry.
Lesson summary
Characteristics of living organisms Edexcel O Level Linear Biology notes: understand how living organisms share the following characteristics: - they require nutrition - they respire - they excrete their waste - they respond to their surroundings - they move - they control their …
- Characteristics of living organisms Edexcel O Level Linear Biology: what to do next
- Respiration
- Sensitivity
- Reproduction
- Give / State / Name
- Evaluate / Assess
Section 1 of 7Process & sequence
- M
- R
- S
- G
- R
- E
- N
Living things
Show all 7 processes
Made of cells
Non-living things may show some but not all
Section 2 of 7Keep going
Characteristics of living organisms Edexcel O Level Linear Biology: what to do next
These Characteristics of living organisms Edexcel O Level Linear Biology notes covered the key ideas, worked examples and exam technique for this topic. Check your Characteristics of living organisms Edexcel O Level Linear Biology understanding with the practice questions below, then reread any Characteristics of living organisms Edexcel O Level Linear Biology point you were unsure about before moving on.
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Next lesson: 1b Variety of living organisms — Notes
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Course: Edexcel Linear - OL — all units
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Official syllabus: Pearson Edexcel International GCSEs
Section 3 of 7Compare
| Process | Meaning | In animals | In plants | Organ/structure | Non-living comparison |
|---|---|---|---|---|---|
| Movement | Moving all or part of the body | Walking, swimming | Leaves turn to light | Muscles / stems | Car moves but is not alive |
| Respiration | Releasing energy from glucose | In all cells | In all cells | Mitochondria | Fire uses oxygen but is not alive |
| Sensitivity | Responding to stimuli | Eyes, ears, skin | Roots grow down, shoots to light | Senses / tips | Thermostat responds |
| Growth | Getting bigger permanently | Child to adult | Seed to tree | Cell division | Crystals grow |
| Reproduction | Making offspring | Babies, eggs | Seeds, runners | Reproductive organs | — |
| Excretion | Removing cell waste | Urine, CO₂ | O₂ and CO₂ from leaves | Kidneys, lungs, leaves | — |
| Nutrition | Getting food | Eating | Photosynthesis | Gut / leaves | Car uses fuel |
Section 4 of 7Key terms
Section 5 of 7Syllabus checklist
- understand how living organisms share the following characteristics: - they require nutrition - they respire - they excrete their waste - they respond to their surroundings - they move - they control their internal conditions - they reproduce - they grow and develop.
Section 6 of 7Command terms
Command terms
Give / State / Name
Recall a fact; one idea per mark.
Define
Give the exact meaning using the specification keywords.
Describe
Give an account of what happens / the pattern in data, quoting values; no reasons needed.
Explain
Give reasons with linked statements (cause → effect). Each linked step is usually a separate marking point.
Suggest
Use knowledge in a new context; more than one answer may be accepted.
Compare
Similarities and differences; each point must refer to both items.
Calculate
Show working; include units; check significant figures. Method marks are given even if the final answer is wrong.
Discuss
Explore the issue from different angles and link the points.
Evaluate / Assess
Weigh strengths and weaknesses and reach a supported judgement.
Deduce
Draw a conclusion from the information given.
Justify
Support a statement/choice with evidence.
Section 7 of 7Exam technique
Keywords the mark scheme looks for in this lesson
Keywords the mark scheme looks for in this lesson
Organism · MRS GREN · Movement · Respiration · Sensitivity · Growth · Reproduction · Excretion · Nutrition
Learn each definition in the Key words tab exactly; a missing keyword in a definition usually loses the mark.
How to get full marks (examiner guidance)
How to get full marks (examiner guidance)
Use specification keywords exactly (e.g. eukaryotic/prokaryotic, enzyme–substrate complex, active site, complementary).
Link ideas
Link ideas for “explain” each marking point is usually a cause → consequence step; unlinked facts often score nothing.
Use the information in the question
“discuss/evaluate” answers must use the data provided and match the number of marks.
Convert units carefully (mg → g, cm³ → dm³) and show working for calculations.
Avoid vague words
“it”, “stuff”, “things”, “goes up”, “energy is made”. Name the substance and the process.
Do not extrapolate a graph line beyond the data or to zero unless asked.
Six-mark extended responses are marked on content AND a logical, linked line of reasoning.
Marked practiceQuizzes for this lesson
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