3aReproduction and Inheritance
Reproduction — Edexcel Linear - OL Revision Notes & Topical Questions
5 min read 7 parts Lesson 1 of 5 3 quizzes
Lesson summary
Reproduction Edexcel O Level Linear Biology notes: understand the differences between sexual and asexual reproductionMuscles can only pull, so they work in pairs.Contraception can be hormonal or barrier.Plants reproduce sexually by flowers and asexually by runners.understand the …
- Reproduction Edexcel O Level Linear Biology: what to do next
- Antagonistic muscles
- Fertilisation
- Menstrual cycle
- Give / State / Name
- Evaluate / Assess
Section 1 of 7Process & sequence
- FSH
- Follicle grows
- Oestrogen rises
- LH surge
- Ovulation
- Progesterone
- Lining maintained or shed
Types of reproduction
Asexual one parent, identical offspring
Sexual two parents, variation
Section 2 of 7Keep going
Reproduction Edexcel O Level Linear Biology: what to do next
These Reproduction Edexcel O Level Linear Biology notes covered the key ideas, worked examples and exam technique for this topic. Check your Reproduction Edexcel O Level Linear Biology understanding with the practice questions below, then reread any Reproduction Edexcel O Level Linear Biology point you were unsure about before moving on.
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Previous lesson: 2j Co-ordination and response — Notes
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Next lesson: 3b Inheritance — 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
| Hormone | Made in | Function | Peak | Effect of high level | Use |
|---|---|---|---|---|---|
| FSH | Pituitary | Egg matures in follicle | Early cycle | Stimulates oestrogen | Fertility drugs |
| Oestrogen | Ovaries | Thickens uterus lining | Before ovulation | Triggers LH surge; inhibits FSH | Contraceptive pill |
| LH | Pituitary | Triggers ovulation | Day 14 | Ovulation | — |
| Progesterone | Corpus luteum | Maintains uterus lining | After ovulation | Inhibits FSH and LH | Contraceptive pill |
| Testosterone | Testes | Sperm production, male features | Puberty | — | — |
Section 4 of 7Key terms
Section 5 of 7Syllabus checklist
1
understand the differences between sexual and asexual reproduction
2
understand that fertilisation involves the fusion of a male and female gamete to produce a zygote that undergoes cell division and develops into an embryo Flowering plants
3
describe the structures of an insect-pollinated and a wind-pollinated flower and explain how each is adapted for pollination
4
understand that the growth of the pollen tube followed by fertilisation leads to seed and fruit formation
5
practical: investigate the conditions needed for seed germination
6
understand how germinating seeds utilise food reserves until the seedling can carry out photosynthesis
7
understand that plants can reproduce asexually by natural methods (illustrated by runners) and by artificial methods (illustrated by cuttings) Humans
8
understand how the structure of the male and female reproductive systems are adapted for their functions
9
understand the roles of oestrogen and progesterone in the menstrual cycle 3.10B understand the roles of FSH and LH in the menstrual cycle
10
describe the role of the placenta in the nutrition of the developing embryo
11
understand how the developing embryo is protected by amniotic fluid
12
understand the roles of oestrogen and testosterone in the development of secondary sexual characteristics
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
Skeleton · Joint · Ligament · Tendon · Antagonistic muscles · Gamete · Fertilisation · Menstrual cycle
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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