16. Reproduction
- Syllabus
- 0610–2026–2027
- Section
- 16
- Level
- —
Asexual reproduction is a process that produces genetically identical offspring from one parent.
Use both defining clues together: there is one parent, and the offspring have the same genetic information as that parent and one another.
Asexual reproduction does not involve fusion of gamete nuclei. Rapid reproduction or the absence of a mate may be advantages, but neither alone defines the process.
In a diagram, image or description, look for a new organism growing from one parent without fertilisation, then check that it is described or implied as genetically identical.
| Evidence in the source | Asexual example | What happens |
|---|---|---|
| a small outgrowth develops on a parent Hydra | budding | the bud grows by mitosis and separates as an offspring |
| a horizontal runner produces rooted plantlets | strawberry runner | plantlets grow from the parent plant without seeds |
| buds on an underground storage organ grow into plants | potato tuber | each tuber can produce a genetically identical plant |
Flowers, seeds, fertilised eggs and fusion of gamete nuclei indicate sexual reproduction. Do not classify an example from appearance alone: use the reproductive evidence provided.
Because asexual reproduction needs only one parent and preserves the parent's genotype, it can produce many offspring quickly—but it produces little or no genetic variation.
| Context | Advantage | Disadvantage |
|---|---|---|
| population in the wild | rapid increase when conditions are favourable; no mate, gametes, pollination or fertilisation needed | similar susceptibility means a disease or environmental change may affect the whole population; nearby clones may compete for resources |
| crop production | rapid, reliable multiplication of plants with desired features; a uniform crop; no pollinator required; sterile varieties can be propagated | a disease or environmental change can damage the entire genetically similar crop; harmful inherited features are copied |
A complete discussion links each point to genetic identity or one-parent reproduction and to the stated context. For example: uniform genotype → desired crop quality is retained, but uniform susceptibility → one disease may spread through the crop.
Genetic uniformity is not always good or always bad. Its effect depends on whether present conditions favour the shared genotype and whether conditions or pathogens change.
Sexual reproduction is a process involving the fusion of the nuclei of two gametes to form a zygote and the production of offspring that are genetically different from each other.
Two gametes contribute genetic information → their nuclei fuse → a zygote forms → the offspring contain a new combination of genetic information.
Sexual reproduction is defined by fusion of gamete nuclei, not simply by having two organisms present. Self-pollination is still sexual because male and female gamete nuclei fuse.
Fertilisation is the fusion of the nuclei of gametes.
A male-gamete nucleus and a female-gamete nucleus unite, producing the nucleus of a zygote.
Pollination, mating and the meeting of whole gamete cells may bring gametes together, but fertilisation specifically names the fusion of their nuclei.
The nuclei of gametes are haploid: each contains one set of chromosomes. The nucleus of a zygote is diploid: it contains two sets.
| Stage | Chromosome status | Relationship |
|---|---|---|
| male gamete | haploid, n | one chromosome set |
| female gamete | haploid, n | one chromosome set |
| fertilisation | n + n | gamete nuclei fuse |
| zygote | diploid, 2n | two chromosome sets |
Haploid gametes restore the diploid number at fertilisation, so the chromosome number does not double in every generation. For a species with diploid number 46, each gamete has 23 and the zygote has 46.
A gamete is haploid; a zygote is diploid. Fertilisation doubles the number relative to one gamete, but restores—not exceeds—the normal diploid number.
Sexual reproduction creates genetic variation because offspring receive different combinations of genetic information from gametes. That variation has different consequences in wild populations and crop production.
| Context | Advantage | Disadvantage |
|---|---|---|
| population in the wild | variation increases the chance that some individuals survive a disease or environmental change and allows adaptation by natural selection | two gametes or parents must meet; reproduction can be slower and use more time or energy; fewer offspring may be produced |
| crop production | variation allows breeders to select new combinations, including disease resistance or improved yield | offspring do not all retain desired features; the crop may be non-uniform; breeding, pollination and seed production can take time |
A complete discussion links variation to the context: varied wild populations are less likely to share one vulnerability, while varied crop offspring can help breeding but make a uniform, predictable harvest harder to obtain.
Variation is not automatically beneficial in every context. It supports adaptation and breeding, but it also makes offspring less predictable than genetically identical clones.
Read an insect-pollinated flower from outside inward: sepals surround the bud; petals surround the reproductive organs; stamens are the male parts; the central carpel is the female part.
| Whole part | Component | Recognition cue |
|---|---|---|
| stamen | filament | stalk supporting an anther |
| stamen | anther | pollen-producing structure at the filament tip |
| carpel | stigma | pollen-receiving surface at the top |
| carpel | style | stalk connecting stigma to ovary |
| carpel | ovary | swollen base containing ovules |
| carpel | ovule | structure inside the ovary |
| outer flower | petal | usually large structure around reproductive parts |
| outer flower | sepal | leaf-like structure protecting the bud |
In a drawing, use clear single lines, show anthers on filaments and ovules inside the ovary, and keep label lines separate and touching the named structure.
The stamen is anther plus filament; the carpel includes stigma, style and ovary. An ovule is inside an ovary, not another name for it.
| Structure | Function |
|---|---|
| sepal | protects the flower in the bud |
| petal | attracts insect pollinators and helps position them |
| anther | produces pollen grains |
| filament | supports and positions the anther |
| stigma | receives and traps pollen grains |
| style | supports the stigma and provides the route for pollen-tube growth |
| ovary | contains ovules and later develops into the fruit |
| ovule | contains the female nucleus and later develops into a seed |
Name the precise structure for the function: pollen is produced by the anther, while the filament only supports it; ovules form seeds, while the ovary forms the fruit.
In a wind-pollinated flower, anthers are exposed outside the flower on long, flexible filaments so wind can carry away pollen. Stigmas are exposed, large and feathery so they intercept airborne pollen.
| Structure | Wind-pollinated cue | Functional result |
|---|---|---|
| anther | large, loosely attached and hanging outside | pollen is released easily into moving air |
| stigma | large, branched or feathery and outside | large surface area catches pollen |
Do not use large petals, nectar or enclosed reproductive organs as wind-pollination cues; those fit insect pollination.
| Feature | Insect-pollinated pollen | Wind-pollinated pollen |
|---|---|---|
| surface | sticky or spiky | smooth |
| size and mass | relatively large and heavy | small and light |
| quantity | fewer grains | very many grains |
| transport consequence | attaches to an insect | carried easily by air |
A pollen grain is classified by a combination of features and how they aid transport, not by one sketch detail alone.
Pollination is the transfer of pollen grains from an anther to a stigma.
The anther is the source and the stigma is the destination. Wind or animals may be the transfer agent, but the definition stays the same.
Pollination is transfer, not fusion. Fertilisation happens later, after a pollen tube has grown and nuclei fuse in an ovule.
Self-pollination is the transfer of pollen grains from the anther of a flower to the stigma of the same flower or a different flower on the same plant.
Ask whether source and destination belong to the same plant. If yes, the transfer is self-pollination even when two flowers are involved.
‘Self’ means the same plant, not only the same flower.
Cross-pollination is the transfer of pollen grains from the anther of a flower to the stigma of a flower on a different plant of the same species.
Both conditions matter: the plants are different individuals, and they belong to the same species.
Transfer to another flower on the same plant is self-pollination; transfer between different species is not cross-pollination within this definition.
| Population effect | Self-pollination | Cross-pollination |
|---|---|---|
| variation | less genetic variation; homozygosity can increase | more genetic variation from different parents |
| environmental change or disease | lower chance that some individuals have a favourable variant | greater chance that some survive and the population adapts |
| reliance on pollinators | can reproduce when isolated and is less reliant on a transfer agent | relies more on wind or animals moving pollen between plants |
| pollen and energy | less pollen may be wasted | more pollen and attraction structures may be required |
Self-pollination improves reproductive assurance but narrows variation; cross-pollination raises variation and adaptive capacity but makes successful transfer less certain.
Self-pollination is still sexual reproduction and can produce some variation; it does not make offspring genetically identical clones.
Fertilisation occurs when a pollen nucleus fuses with a nucleus in an ovule.
The fusion occurs in an ovule, which is inside the ovary. The resulting nucleus is the zygote nucleus.
Pollen landing on the stigma is pollination, not fertilisation; the male nucleus must reach an ovule and fuse with its nucleus.
| Feature | Insect-pollinated flower | Wind-pollinated flower |
|---|---|---|
| petals | large, brightly coloured; scent and nectar may attract insects | small or absent; no need for scent or nectar |
| anthers | firm and held inside where insects brush them | exposed on long flexible filaments |
| stigma | sticky and held inside | exposed, large and feathery |
| pollen | fewer, larger, sticky or spiky grains | very many, small, light, smooth grains |
Every feature should be linked to its job: attract or contact an insect, release pollen into air, attach to an animal, or catch airborne pollen.
A feature is an adaptation only when its structure is linked to improved pollen transfer.
Seeds require water, oxygen and a suitable temperature to germinate.
| Requirement | Role |
|---|---|
| water | rehydrates tissues and allows enzyme-controlled reactions and transport |
| oxygen | supports aerobic respiration to release energy |
| suitable temperature | allows enzymes to work at an effective rate without denaturing |
Change one condition at a time, keep seed type, number, time and other conditions constant, use repeats, and compare the proportion germinated. A no-water, no-oxygen or unsuitable-temperature treatment is compared with a treatment receiving all three requirements.
Light is not an universal germination requirement. Germination requirements are not the same as the later needs of a growing green plant.
After a pollen grain lands on a compatible stigma, it germinates and grows a pollen tube down through the style into the ovary. The tube enters an ovule; the pollen nucleus travels down it and fuses with a nucleus in the ovule, completing fertilisation.
| Order | Structure or event |
|---|---|
| 1 | pollen grain on stigma |
| 2 | pollen tube grows through style |
| 3 | tube reaches ovary and enters an ovule |
| 4 | pollen nucleus moves down the tube |
| 5 | pollen nucleus fuses with a nucleus in the ovule |
The pollen grain does not itself travel down the style. The pollen tube grows; the pollen nucleus moves through it. Endosperm production and later development are outside this objective.
Trace the sperm pathway from its site of production to the outside: testis → sperm duct → urethra → penis.
| Part | Function and recognition cue |
|---|---|
| testes | produce sperm and testosterone; lie inside the scrotum |
| scrotum | holds the testes outside the body at a cooler temperature suitable for sperm production |
| sperm ducts | carry sperm from the testes towards the urethra |
| prostate gland | adds fluid to sperm to form semen |
| urethra | carries semen and urine through the penis, at different times |
| penis | delivers semen into the vagina |
The sperm duct transports sperm only; the urethra is the shared exit passage for semen and urine.
| Part | Function and recognition cue |
|---|---|
| ovaries | produce and release egg cells and secrete female sex hormones |
| oviducts | carry an egg towards the uterus; usual site of fertilisation |
| uterus | muscular organ where the embryo implants and the fetus develops |
| cervix | ring of muscle at the lower end of the uterus; dilates during birth |
| vagina | receives the penis and semen; birth canal |
Follow the egg route: ovary → oviduct → uterus. Fertilisation normally occurs in an oviduct; implantation occurs in the uterus lining.
The ovary produces egg cells, the oviduct is the fertilisation site, and the uterus is the implantation and development site.
Fertilisation is the fusion of the nucleus of a sperm with the nucleus of an egg cell.
The two haploid gamete nuclei unite in an oviduct to form the diploid nucleus of a zygote.
Fertilisation is nuclear fusion, not ejaculation, sperm reaching the egg, or implantation in the uterus.
| Feature | How it helps fertilisation |
|---|---|
| flagellum | propels the sperm towards the egg |
| many mitochondria | release energy by aerobic respiration for movement |
| acrosome | contains enzymes that digest the egg's jelly coat so the sperm can enter |
The adaptations form a sequence: movement reaches the egg, respiration supplies that movement, and acrosome enzymes enable penetration of the jelly coat.
The flagellum moves the cell but does not release energy; mitochondria release energy but do not directly propel it; the acrosome acts at the egg surface.
| Feature | How it helps |
|---|---|
| energy stores in the cytoplasm | supply materials and energy for early cell divisions before implantation |
| jelly coat | changes after fertilisation to prevent additional sperm entering |
The egg's energy stores support early development; they do not power active movement. The jelly coat blocks further sperm after one has fertilised the egg.
| Feature | Sperm cell | Egg cell |
|---|---|
| size | very small | much larger |
| structure | flagellum, many mitochondria, acrosome, little cytoplasm | large cytoplasm with energy stores and a jelly coat |
| motility | motile; swims using its flagellum | non-motile |
| numbers | produced and released in very large numbers | usually one released per menstrual cycle |
Many small motile sperm increase the chance that one reaches an egg; the larger egg invests cytoplasm and stored materials in early development.
Only one sperm nucleus normally fertilises one egg; large sperm numbers increase probability, not the number that fuse with the egg.
After fertilisation, the zygote divides repeatedly by mitosis to form an embryo, a ball of cells. The embryo travels along the oviduct and implants into the lining of the uterus. Further growth and development produce a fetus.
| Stage | Key event |
|---|---|
| zygote | single diploid cell formed at fertilisation |
| embryo | ball of cells formed by repeated mitosis; implants in uterus lining |
| fetus | later developing organism with recognisable body structures |
Implantation is attachment of the embryo to the uterus lining; it is not fertilisation and does not occur in the oviduct.
| Structure | Function |
|---|---|
| placenta | exchange surface between maternal and fetal blood systems |
| umbilical cord | connects fetus to placenta and contains fetal blood vessels |
| amniotic sac | membrane enclosing the fetus and amniotic fluid |
| amniotic fluid | cushions against mechanical shock, supports movement and helps maintain a stable temperature |
Maternal and fetal blood normally remain separate. Substances cross the placenta between them; the two blood supplies do not mix directly.
The placenta is an exchange surface between maternal blood and fetal blood, while the umbilical cord carries fetal blood to and from the placenta.
| Direction | Substances | Fetal vessel |
|---|---|---|
| mother → fetus | oxygen and dissolved nutrients such as glucose and amino acids | umbilical vein carries enriched blood to fetus |
| fetus → mother | carbon dioxide and excretory products such as urea | umbilical arteries carry blood to placenta |
A large surface area, thin exchange barrier and good blood supplies maintain short diffusion distance and concentration gradients.
The umbilical vein is named by flow towards the fetal heart, not by oxygen content; here it carries more oxygen than the umbilical arteries.
The placenta is selective but not a complete barrier: some pathogens and toxins can cross it and affect the fetus.
| Example | Possible consequence |
|---|---|
| rubella virus and some other pathogens | infection or damage to the developing fetus |
| nicotine, alcohol and other toxins | disrupted growth or development; smoking also reduces oxygen delivery |
The placenta keeps maternal and fetal blood separate, but separation does not mean that every harmful substance or pathogen is blocked.
At puberty, sex hormones cause and regulate the development of secondary sexual characteristics—features that distinguish sexually mature bodies but are not the reproductive organs themselves.
| Hormone | Main source | Roles at puberty |
|---|---|---|
| testosterone | testes | promotes male secondary sexual characteristics, including a deeper voice, facial and body hair, and increased muscle development |
| oestrogen | ovaries | promotes female secondary sexual characteristics, including breast development, wider hips and the start and regulation of the menstrual cycle |
Both hormones occur in all sexes at different concentrations. The syllabus focus is their main roles in developing and regulating secondary sexual characteristics.
The menstrual cycle coordinates changes in an ovary with changes in the lining of the uterus, commonly over about 28 days.
| Approximate stage | Ovary | Uterus lining |
|---|---|---|
| days 1–5 | a follicle begins developing | lining is shed: menstruation |
| days 6–13 | egg matures inside the follicle | lining repairs and thickens |
| about day 14 | ovulation releases the egg from the ovary | lining remains thick |
| days 15–28 | remains of the follicle form a structure that supports the cycle | lining is maintained; if pregnancy does not occur it breaks down and the next cycle begins |
Menstruation is shedding of the uterus lining; ovulation is release of an egg from an ovary. They are different events and occur at different times.
| Situation | Oestrogen source | Progesterone source |
|---|---|---|
| menstrual cycle | ovaries | ovaries |
| pregnancy | ovaries and placenta | ovaries and placenta; placenta is the main source later in pregnancy |
The production site changes with reproductive state: the ovaries control the normal cycle, while the placenta becomes an important endocrine organ during pregnancy.
The uterus is a target of oestrogen and progesterone, not their production site. FSH and LH are produced by the pituitary gland, not the ovaries.
FSH, LH, oestrogen and progesterone coordinate follicle development, ovulation and the uterus lining through ordered stimulation and inhibition.
| Hormone | Main source | Main role |
|---|---|---|
| FSH | pituitary gland | stimulates development of an ovarian follicle and secretion of oestrogen |
| oestrogen | ovary | repairs and thickens the uterus lining; inhibits FSH and stimulates LH |
| LH | pituitary gland | its mid-cycle surge causes ovulation and supports progesterone secretion |
| progesterone | ovary, and placenta in pregnancy | maintains the uterus lining and inhibits FSH and LH |
Early cycle: FSH → follicle development → rising oestrogen → lining thickens. Mid-cycle: high oestrogen → LH surge → ovulation. After ovulation: progesterone maintains the lining. If progesterone and oestrogen fall, the lining is shed. During pregnancy they remain high, maintaining the lining and suppressing another cycle.
FSH matures a follicle; LH triggers ovulation. Oestrogen mainly rebuilds the lining before ovulation; progesterone mainly maintains it after ovulation and during pregnancy.
A sexually transmitted infection (STI) is an infection transmitted through sexual contact.
The infectious agent may pass in sexual fluids or through close contact with infected tissues during sexual activity.
An STI describes a route of transmission, not one specific pathogen type: different STIs can be caused by viruses, bacteria or other pathogens.
Human immunodeficiency virus (HIV) is a virus and a pathogen that causes a sexually transmitted infection.
HIV is the pathogen; AIDS is a condition that may develop after untreated HIV infection. HIV is not a bacterium and is not killed by antibiotics.
Untreated HIV infects and destroys lymphocytes. As lymphocyte numbers fall, fewer effective immune responses and antibodies can be produced, so the person becomes vulnerable to opportunistic infections and some cancers. This advanced loss of immune function is AIDS.
HIV infection → lymphocyte destruction → weakened immune response → opportunistic disease → AIDS.
HIV infection and AIDS are not identical: a person can have HIV without having developed AIDS, especially when treatment controls the virus.
| Transmission route | Example |
|---|---|
| sexual fluids | unprotected sexual contact with an infected person |
| infected blood | sharing contaminated needles or receiving unscreened infected blood |
| mother to child | across the placenta, during birth or through breast milk |
HIV is not spread by ordinary social contact, coughing, sneezing or saliva alone. Transmission requires infected body fluids to enter another person's body.
| Control measure | How it reduces spread |
|---|---|
| abstain from sexual contact or reduce exposure | removes or reduces opportunities for transmission |
| use condoms or femidoms correctly | creates a barrier to infected sexual fluids |
| testing, screening and partner notification | identifies infections and allows contacts to be tested and treated |
| education | explains transmission, prevention and when to seek testing |
| screened blood and sterile, unshared needles | prevents blood-to-blood transmission |
| appropriate treatment | reduces infection or infectiousness; antiretroviral treatment controls HIV |
Contraceptive pills prevent pregnancy but do not form a barrier against STIs. Antibiotics may treat susceptible bacterial STIs, but they do not treat HIV or other viral infections.