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
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
Part 1 of 6Key ideas
Key ideas
To be living, an organism must show all seven processes at some time.
Viruses show only reproduction (inside cells), so they are not usually called living.
Excretion is not the same as egestion (removing undigested food).
Part 2 of 6Syllabus points
- 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.
Part 3 of 6Process & 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
Part 4 of 6Summary
Summary
The life processes are remembered by MRS GREN.
Plants get nutrition by photosynthesis.
Part 5 of 6Keep 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
Part 6 of 6Compare: Compare
| 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 |
Key terms
Command 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.
Exam 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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