living things essay

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Characteristics of living things.

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When you look at the world around you, how do you categorise or group what you see? One of the broadest groupings is 'living' and 'non-living'. This may sound simple, but it is sometimes difficult to decide whether something is truly alive or not. Here we look at the characteristics of living things – using earthworms as an example.

All living things share life processes such as growth and reproduction. Most scientists use seven life processes or characteristics to determine whether something is living or non-living.

The table below describes seven characteristics of most living things and contains references to earthworms to explain why we can definitely say that they are 'living'.

Further classification

Based on the information above, we can confidently categorise earthworms as living things as they carry out all seven life processes.

It is now possible to classify them further into a series of hierarchical categories: kingdom, phylum, class, order, family, genus and species. Classifying living things into these categories is an important way for scientists to show how living things are related to each other. Most scientists classify living things into one of the following six kingdoms.

• Bacteria are single-celled microorganisms that don’t have a nuclear membrane.
• Protozoans are single-celled organisms that are generally much larger than bacteria. They may be autotrophic or heterotrophic.
• Chromists are a diverse group of plant-like organisms and range from very small to very large. They are found in almost all environments.
• Fungi are multicellular and rely on breaking down organic material as they are not able to make their own food.
• Plants are multicellular and autotrophic – they use photosynthesis to produce food using sunlight.
• Animals are multicellular. They are heterotrophic and rely on other organisms for food.

Which kingdom do you think earthworms belong to?

Animal characteristics

What did you decide? Sometimes people are surprised to find out that earthworms are actually animals – the same kingdom as humans, cats, dogs, dolphins and spiders! Just as living things share a set of common characteristics, animals have key characteristics that can help you to decide whether a living thing is an animal or not.

Key characteristics of animals include the following:

• They obtain energy by consuming other organisms (we say they are 'heterotrophic').
• They are able to physically move their bodies about at one or more stages of their life cycle.
• Their bodies are made up of multiple cells.
• Sexual reproduction occurs - a sperm and an egg cell combine to produce an embryo that grows into a juvenile animal.

Nature of science

Scientists need scientific vocabulary to communicate effectively. At an even more fundamental level, scientific language actually helps shape ideas and provides the means for constructing scientific understandings and explanations.

Related content

Read more on the classification system and taxonomy and learn about classifying marine organisms and how scientists classify ferns .

Activity idea

Students can explore their ideas about the characteristics of living things with this graphic organizer, Living or non-living?

Useful link

Visit the Science Continuum website from the Australian education website (Victoria Department of Education and Training) for more information about common student alternative conceptions related to living things and classification.

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Defining a living thing is a difficult proposition, as is defining “life”—that property possessed by living things. However, a living thing possesses certain properties that help define what life is.

Complex organization

Living things have a level of complexity and organization not found in lifeless objects. At its most fundamental level, a living thing is composed of one or more cells. These units, generally too small to be seen with the naked eye, are organized into tissues. A tissue is a series of cells that accomplish a shared function. Tissues, in turn, form organs, such as the stomach and kidney. A number of organs working together compose an organ system. An organism is a complex series of various organ systems.

Living things exhibit a rapid turnover of chemical materials, which is referred to as metabolism. Metabolism involves exchanges of chemical matter with the external environment and extensive transformations of organic matter within the cells of a living organism. Metabolism generally involves the release or use of chemical energy. Nonliving things do not display metabolism.

Responsiveness

All living things are able to respond to stimuli in the external environment. For example, living things respond to changes in light, heat, sound, and chemical and mechanical contact. To detect stimuli, organisms have means for receiving information, such as eyes, ears, and taste buds.

To respond effectively to changes in the environment, an organism must coordinate its responses. A system of nerves and a number of chemical regulators called hormones coordinate activities within an organism. The organism responds to the stimuli by means of a number of effectors, such as muscles and glands. Energy is generally used in the process.

Organisms change their behavior in response to changes in the surrounding environment. For example, an organism may move in response to its environment. Responses such as this occur in definite patterns and make up the behavior of an organism. The behavior is active, not passive; an animal responding to a stimulus is different from a stone rolling down a hill. Living things display responsiveness; nonliving things do not.

Growth requires an organism to take in material from the environment and organize the material into its own structures. To accomplish growth, an organism expends some of the energy it acquires during metabolism. An organism has a pattern for accomplishing the building of growth structures.

During growth, a living organism transforms material that is unlike itself into materials that are like it. A person, for example, digests a meal of meat and vegetables and transforms the chemical material into more of himself or herself. A nonliving organism does not display this characteristic.

Reproduction

A living thing has the ability to produce copies of itself by the process known as reproduction. These copies are made while the organism is still living. Among plants and simple animals, reproduction is often an extension of the growth process. More complex organisms engage in a type of reproduction called sexual reproduction, in which two parents contribute to the formation of a new individual. During this process, a new combination of traits can be produced.

Asexual reproduction involves only one parent, and the resulting cells are generally identical to the parent cell. For example, bacteria grow and quickly reach maturity, after which they split into two organisms by a process of asexual reproduction called binary fission.

Living organisms have the ability to adapt to their environment through the process of evolution. During evolution, changes occur in populations, and the organisms in the population become better able to metabolize, respond, and reproduce. They develop abilities to cope with their environment that their ancestors did not have.

Evolution also results in a greater variety of organisms than existed in previous eras. This proliferation of populations of organisms is unique to living things.

The environment influences the living things that it surrounds. Ecology is the study of relationships between organisms and their relationships with their environment. Both biotic factors (living things) and abiotic factors (nonliving things) can alter the environment. Rain and sunlight are non-living components, for example, that greatly influence the environment. Living things may migrate or hibernate if the environment becomes difficult to live in.

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What makes something living?

All living organisms share several key characteristics or functions: order, sensitivity or response to the environment, reproduction, adaptation, growth and development, homeostasis, energy processing, and evolution. When viewed together, these characteristics serve to define life. Different sources may use slightly different terms to describe these characteristics, but the basic ideas are always present.

Organisms are highly organized, coordinated structures that consist of one or more cells. Even very simple, single-celled organisms are remarkably complex: inside each cell, atoms make up molecules; these in turn make up cell organelles and other cellular inclusions. In multicellular organisms, such as the toad seen in Figure 1, similar cells form tissues. Tissues, in turn, collaborate to create organs (body structures with a distinct function). Organs work together to form organ systems.

In this class, we will be focusing on how cells function, so we will be concentrating on biological molecules, how they make up cells, and how those cells function.

Sensitivity or Response to Stimuli

Organisms respond to diverse stimuli. For example, plants can bend toward a source of light, climb on fences and walls, or respond to touch (Figure 2). Even tiny bacteria can move toward or away from chemicals (a process called chemotaxis ) or light ( phototaxis ).

Reproduction

Single-celled organisms reproduce by first duplicating their DNA, and then dividing it equally as the cell prepares to divide to form two new cells. Multicellular organisms often produce specialized reproductive germline (reproductive) cells that will form new individuals. When reproduction occurs, DNA is passed from the organism to that organism’s offspring. DNA contains the instructions to produce all the physical traits for the organism. This means that because parents and offspring share DNA ensures that the offspring will belong to the same species and will have similar characteristics, such as size and shape.

Growth and Development

All living things increase in size and/or change over their lifespan. For example, a human grows from a baby into an adult and goes through developmental processes such as puberty. Organisms grow and develop following specific instructions coded for by their genes (DNA). These genes provide instructions that will direct cellular growth and development, ensuring that a species’ young will grow up to exhibit many of the same characteristics as its parents, like the puppies seen in Figure 3.

Homeostasis and Regulation

In order to function properly, cells need to have appropriate conditions such as proper temperature, pH, and appropriate concentration of diverse chemicals. These conditions may, however, change from one moment to the next. Organisms are able to maintain internal conditions within a narrow range almost constantly, despite environmental changes, through homeostasis (literally, “steady state”)—the ability of an organism to maintain constant internal conditions. For example, an organism needs to regulate body temperature through a process known as thermoregulation. Organisms that live in cold climates, such as the polar bear (Figure 4), have body structures that help them withstand low temperatures and conserve body heat. Structures that aid in this type of insulation include fur, feathers, blubber, and fat. In hot climates, organisms have methods (such as perspiration in humans or panting in dogs) that help them to shed excess body heat.

Even the smallest organisms are complex and require multiple regulatory mechanisms to coordinate internal functions, respond to stimuli, and cope with environmental stresses. Two examples of internal functions regulated in an organism are nutrient transport and blood flow. Organs (groups of tissues working together) perform specific functions, such as carrying oxygen throughout the body, removing wastes, delivering nutrients to every cell, and cooling the body.

Energy Processing

All organisms use a source of energy for their metabolic activities. Some organisms capture energy from the sun and convert it into chemical energy in food (such as grass and bacteria that can perform photosynthesis); others use chemical energy in molecules they take in as food (such as the condor seen in Figure 5).

Unless otherwise noted, images on this page are licensed under CC-BY 4.0  by  OpenStax .

Text adapted from: OpenStax , Concepts of Biology. OpenStax CNX. May 25, 2017 https://cnx.org/contents/[email protected]:gNLp76vu@13/Themes-and-Concepts-of-Biology

Principles of Biology Copyright © 2017 by Lisa Bartee, Walter Shriner, and Catherine Creech is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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1.7: Organization of Living Things

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Organization of Living Things. What does this mean?

We know it all starts with the cell. And for some species it ends with the cell. But for others, the cells come together to form tissues, tissues form organs, organs form organ systems, and organ systems combine to form an organism.

Levels of Organization

The living world can be organized into different levels. For example, many individual organisms can be organized into the following levels:

• Cell : Basic unit of structure and function of all living things.
• Tissue : Group of cells of the same kind.
• Organ : Structure composed of one or more types of tissues. The tissues of an organ work together to perfume a specific function. Human organs include the brain, stomach, kidney, and liver. Plant organs include roots, stems, and leaves.
• Organ system : Group of organs that work together to perform a certain function. Examples of organ systems in a human include the skeletal, nervous, and reproductive systems.
• Organism : Individual living thing that may be made up of one or more organ systems.

Examples of these levels of organization are shown in Figure below .

An individual mouse is made up of several organ systems. The system shown here is the digestive system, which breaks down food into a form that cells can use. One of the organs of the digestive system is the stomach. The stomach, in turn, consists of different types of tissues. Each type of tissue is made up of cells of the same type.

There are also levels of organization above the individual organism. These levels are illustrated in Figure below .

• Organisms of the same species that live in the same area make up a population . For example, all of the goldfish living in the same area make up a goldfish population.
• All of the populations that live in the same area make up a community . The community that includes the goldfish population also includes the populations of other fish , coral, and other organisms.
• An ecosystem consists of all the living things ( biotic factors ) in a given area, together with the nonliving environment ( abiotic factors ). The nonliving environment includes water , sunlight, soil, and other physical factors.
• A group of similar ecosystems with the same general type of physical environment is called a biome .
• The biosphere is the part of Earth where all life exists, including all the land, water , and air where living things can be found. The biosphere consists of many different biomes .

This picture shows the levels of organization in nature, from the individual organism to the biosphere.

Diversity of Life

Life on Earth is very diverse. The diversity of living things is called biodiversity . A measure of Earth’s biodiversity is the number of different species of organisms that live on Earth. At least 10 million different species live on Earth today. They are commonly grouped into six different kingdoms. Examples of organisms within each kingdom are shown in Figure below .

Diversity of life from Archaebacteria to Plants and Animals.

• Many individual organisms can be organized into the following levels: cells, tissues, organs, and organs systems.
• An ecosystem consists of all the populations in a given area, together with the nonliving environment.
• The biosphere is the part of Earth where all life exists.
• The diversity of living things is called biodiversity.

Making Connections

Explore more.

Use this resource to answer the following questions.

• Levels of Organization at utahscience.oremjr.alpine.k12...r/levelorg.htm.
• List the levels of organization, ranging from simplest to most complex.
• What are cells?
• What are tissues? What are the basic tissues in humans?
• What are organ systems?
• How many organ systems are in the human body?
• Organisms can carry out all basic life processes. Explain this sentence.
• Describe the levels of organization of a complex, multicellular organism such as a mouse, starting with the cell.
• Explain how a population differs from a community.
• What is an ecosystem?
• Give three examples of the nonliving environment.
• What is biodiversity?

Different Ecosystems and Living Things Essay

Introduction, living and nonliving things, types of ecosystems.

An ecosystem is a community of living organisms that interact with nonliving elements in the same environment. Biotic and abiotic components of an ecosystem are interconnected through nutrient cycles and energy exchange. Studying and describing ecosystem processes helps to identify the most important species and expose underlying mechanisms. This essay will emphasize the significance of biodiversity and examine three different ecosystems. The characteristics of living and nonliving things will also be compared and contrasted.

From a biological standpoint, all living things display seven characteristics: movement, respiration, sensitivity, growth, reproduction, excretion, and nutrition (Starr, Taggart, & Evers, 2018). To clarify how these characteristics exactly apply to living organisms, a reference to an earthworm will be given. Earthworms contract circular and longitudinal muscles to move through the soil (movement) and escape the environment that poses a threat to their lives with the help of chemical-sensitive skin cells (sensitivity). This species feeds on manure, compost, fungi, and microorganisms (nutrition) and gets rid of the waste through the last body segment once everything is digested (excretion). The food supplies an earthworm’s body with energy-rich nutrients (respiration) and allows for a gradual growth up to one meter in length (growth). Earthworms are hermaphrodites but still have to mate to lay eggs (reproduction). Nonliving things might possess one or two of these characteristics but never display all of them.

Three notions are instrumental in understanding ecosystems: habitat, population, and community. Habitat is the living environment; the population is all the living organisms within a habitat, and community is the organisms that interact with each other (Starr et al., 2018). The descriptions of the three ecosystems below will focus on describing the habitat and the community. There are many more ecosystems in the world; however, those three were chosen for their striking differences.

Forest ecosystems . A forest is a terrestrial environment dominated by closely spaced trees that grow in a canopy. The members of each forest ecosystem community depend on each other for survival and can be assigned the following roles: producers, primary, secondary, and tertiary consumers, and decomposers. In a forest, producers are plants that can convert solar energy through photosynthesis. They usually grow in four levels (emergent, canopy, understory, and floor) with each level characterized by its access to sunlight. Primary consumers are herbivores and beasts of prey, for instance, for in the Amazon, it could be capybara and red howler monkey. Secondary and tertiary consumers feed on primary consumers and are typical carnivores. For instance, jaguars both prey on the primary (plant-eating birds) and secondary consumers (meat-eating caimans). Lastly, decomposers help dead plants and animals break down, returning the nutrients to the soil and letting plants, the producers, grow and prosper.

Desert ecosystems . Desert ecosystems are somewhat unique since the unusually dry climate made plants and animals evolve to survive in such harsh conditions. The defining factor that impacts relationships between all members and components is the limited amount of rainfall. The plant life is not as luscious as in a forest, but it exists. Such common desert plants as gourds, cacti, and dates store water, which helps primary consumers quench their thirst. Camel is a prime example of a primary consumer, feeding on grasses and low-growing shrubs. Secondary and tertiary consumers are foxes, hawks, snakes, owls, and roadrunners. Large decomposers typically prefer moist areas, so in a desert, this role is primarily played by bacteria.

Marine ecosystems . The marine ecosystem is an aquatic environment with high salt contents. Out of all the types of ecosystems on Earth, marine ecosystems are prevailing. As of now, scientists distinguish between six subtypes of marine ecosystems:

• Open marine ecosystems (open ocean and its upper layer);
• Ocean floor ecosystems;
• Coral reef ecosystems;
• Estuary (sheltered area of a river mouth);
• Saltwater wetland estuary (transition area between land and sea);
• Mangroves (saltwater swamps).

The unity and diversity of an ecosystem will further be explained using the example of coral reef ecosystems. These ecosystems are not homogenous: for instance, the Great Barrier Reef includes as many as fourteen subtypes, so the following statements are generalizations. Producers include zooxanthellae, seaweed, coralline algae, marine worms, algae, plankton, and sponges. Zooplankton, mollusks, starfish, and smaller fish are primary consumers while larger reef fishes such as parrotfish and surgeonfish are secondary consumers. Large organisms such as reef sharks feed on secondary consumers. Fan worms, snails, bristle worms, and bacteria decompose dead bodies to enrich the ocean soil with nutrients.

Ecosystems are interconnected communities within a particular habitat that include both living (growing, reproducing, digesting, excreting, and so on) and nonliving things. Each community is characterized by environmental factors such as climate and food chains consisting of producers, consumers, and decomposers. Regardless of the type, producers are typically plants, consumers are those feeding on plants and herbivore animals, and decomposers are organisms breaking down dead bodies.

Starr, C., Taggart, R., & Evers, C. (2018). Biology: The unity and diversity of life (15th ed.). Boston, MA: Cengage Learning.

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IvyPanda. (2022, January 15). Different Ecosystems and Living Things. https://ivypanda.com/essays/different-ecosystems-and-living-things/

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IvyPanda . "Different Ecosystems and Living Things." January 15, 2022. https://ivypanda.com/essays/different-ecosystems-and-living-things/.

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Living things

Living things n., singular: living thing [ˈlɪvɪŋ θɪŋ] Definition: any organism or a life form that possesses or shows the characteristics of life or being alive

Choose the best answer. 

Essay on Environment for Students and Children

500+ words essay on environment.

Essay on Environment – All living things that live on this earth comes under the environment. Whether they live on land or water they are part of the environment. The environment also includes air, water, sunlight, plants, animals, etc.

Moreover, the earth is considered the only planet in the universe that supports life. The environment can be understood as a blanket that keeps life on the planet sage and sound.

Importance of Environment

We truly cannot understand the real worth of the environment. But we can estimate some of its importance that can help us understand its importance. It plays a vital role in keeping living things healthy in the environment.

Likewise, it maintains the ecological balance that will keep check of life on earth. It provides food, shelter, air, and fulfills all the human needs whether big or small.

Moreover, the entire life support of humans depends wholly on the environmental factors. In addition, it also helps in maintaining various life cycles on earth.

Most importantly, our environment is the source of natural beauty and is necessary for maintaining physical and mental health.

Get the huge list of more than 500 Essay Topics and Ideas

Benefits of the Environment

The environment gives us countless benefits that we can’t repay our entire life. As they are connected with the forest, trees, animals, water, and air. The forest and trees filter the air and absorb harmful gases. Plants purify water, reduce the chances of flood maintain natural balance and many others.

Moreover, the environment keeps a close check on the environment and its functioning, It regulates the vital systems that are essential for the ecosystem. Besides, it maintains the culture and quality of life on earth.

The environment regulates various natural cycles that happen daily. These cycles help in maintaining the natural balance between living things and the environment. Disturbance of these things can ultimately affect the life cycle of humans and other living beings.

The environment has helped us and other living beings to flourish and grow from thousands of years. The environment provides us fertile land, water, air, livestock and many essential things for survival.

Cause of Environmental Degradation

Human activities are the major cause of environmental degradation because most of the activities humans do harm the environment in some way. The activities of humans that causes environmental degradation is pollution, defective environmental policies, chemicals, greenhouse gases, global warming, ozone depletion, etc.

All these affect the environment badly. Besides, these the overuse of natural resources will create a situation in the future there will be no resources for consumption. And the most basic necessity of living air will get so polluted that humans have to use bottled oxygen for breathing.

Above all, increasing human activity is exerting more pressure on the surface of the earth which is causing many disasters in an unnatural form. Also, we are using the natural resources at a pace that within a few years they will vanish from the earth. To conclude, we can say that it is the environment that is keeping us alive. Without the blanket of environment, we won’t be able to survive.

Moreover, the environment’s contribution to life cannot be repaid. Besides, still what the environment has done for us, in return we only have damaged and degraded it.

FAQs about Essay on Environment

Q.1 What is the true meaning of the environment?

A.1 The ecosystem that includes all the plants, animals, birds, reptiles, insects, water bodies, fishes, human beings, trees, microorganisms and many more are part of the environment. Besides, all these constitute the environment.

Q.2 What is the three types of the environment?

A.2 The three types of environment includes the physical, social, and cultural environment. Besides, various scientists have defined different types and numbers of environment.

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• Biology Article
• Living And Non Living Things

Characteristics Of Living And Non Living Things

Table of Contents

Introduction

Living things, non-living things, difference between living and non-living things, criteria for differentiating living things from non-living things.

We can find many things around us, from mountains and oceans to plants and animals. The earth in which we live is made up of several things.  These “things” can be categorized into two different types – Living and Non-living Things.

• All living things breathe, eat, grow, move, reproduce and have senses.
• Non-living things do not eat, grow, breathe, move and reproduce. They do not have senses.

Living things have “life,” though some might not show its evident signs. For instance, a tree would probably not react the same way a human would. It would not react when we hit it, and it might not be able to walk around. Though the signs of life displayed by them are not very observable, it does not make them non-living.

Let us have a detailed look at the important characteristics of living and non-living things and the difference between the two.

Living things exist and are alive and are made of microscopic structures called cells. They grow and exhibit movement or locomotion. They experience metabolism, which includes anabolic and catabolic reactions.

Living things are capable of producing a new life which is of their own kind through the process of reproduction. Living things have a particular life span and are not immortal.

Cellular Respiration   enables living organisms to acquire energy which is used by cells to perform their functions. They digest food for energy and also excrete waste from the body. Their life cycle can be summarised as follows – birth, growth, reproduction and death.

Examples of living things are animals, birds, insects, and human beings.

Also Read:   Living things

Characteristics of Living Things

Following are the important characteristics of living things:

• Living things exhibit locomotory motion, they move. Animals are able to move as they possess specialized locomotory organs, for example – Earthworms move through the soil surface through longitudinal and circular muscles.  Plants move in order to catch sunlight for photosynthesis
• Living things respire. Respiration is a chemical reaction, which occurs inside cells to release energy from the food. Transport of gases takes place. The food that is ingested through the process of digestion is broken down to release energy that is utilized by the body to produce water and carbon dioxide as by-products.
• Living things are sensitive to touch (and other stimuli as well) and have the capability to sense changes in their environment.
• They grow. Living things mature and grow through different stages of development.
• One of the striking features is that living things are capable of producing offspring of their own kind through the process of reproduction, wherein genetic information is passed from the parents to the offspring.
• They acquire and fulfil their nutritional requirements to survive through the process of nutrition and digestion, which involves engulfing and digesting the food. Some living organisms are also autotrophic, which means they can harness the sun’s energy to make their food (also known as autotrophs).
• The digested food is eliminated from the body through the process of excretion.

Also Read:   Characteristics Of Organisms

Non-living things are not alive. They do not possess life. They do not have cells and do not grow or show locomotion/movement. They do not undergo metabolism with anabolic and catabolic reactions. They do not reproduce.

Non-living things do not have a life span. They do not respire as they do not require food for energy and hence do not excrete. They do not fall into any cycle of birth, growth or death. They are created and destroyed by external forces.

Examples of non-living things include stones, pens, books, cycles, bottles, etc.

Characteristics Of Non-living Things

The important characteristics of non-living things are mentioned below:

• Non-living things are lifeless. They do not have cells, and there is no protoplasm which forms the basis for life to exist.
• Lack of protoplasm leads means no metabolic activities.
• They do not have a definite and certain size of their own. They take the shape of the substance they are contained in, for example, a liquid takes the shape of its container. Stones, rocks and boulders are moulded by the changing environment and landscape. The change in the state of a non-living thing is due to an external influence.
• Non-living things “grow” by accretion. It occurs through adding materials externally. For example, A snowball may increase in size due to the accumulation of smaller units of its own on its outer surface.
• Non-living things never die as they do not have cells with a definite lifespan. Immortality is a distinguishing factor.
• Fundamental life processes such as reproduction, nutrition, excretion, etc. are absent in non-living things.

Here are some of the major differences between living and non-living things:

For easy differentiation between living things and non-living things, scientists have come up with traits or characteristics that are unique to them.

The criterion for classification is necessary to avoid the wrong grouping . Hence, science developed a basis for classification. Anything that has life is considered a living being.

For example– humans, trees, dogs, etc.

Things which have no life in them are considered non-living.

For example– stone, mountain, watch, etc.

Scientists have discovered a few criteria for differentiating living things from non-living things.

Here are some of them:

• Living beings can grow and develop.
• Living beings obtain and use energy.
• Living beings adapt to their environment.
• All living beings are made of one or more cells.
• Living beings respond to their environment or stimuli.
• All living things excrete to remove waste material from the body.
• Living beings have the ability to give birth to their young ones through the process of reproduction.
• All living beings require energy to perform different metabolic activities, and they gain energy from food/ nutrition.
• All living beings, apart from plants, move from one place to another. This type of movement is called locomotion.

If something obeys a few of the rules, it cannot be categorized as a living thing. It has to follow all the given rules stringently. For example, an icicle, although it grows (increases its mass or length), is still a non-living thing since it cannot reproduce or respond to stimuli.

Non-living things do not have any of the  life processes , unlike living beings.

Also Read: What is Living

Learn more about living things, non-living things, characteristics of living and non-living things and the difference between living and non-living things at  BYJU’S Biology

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Any inanimate objects such as furniture, books, and doors are examples of non-living things. All life on earth – from ants and spiders to humans, plants and blue whales are classified as living organisms.

do both living and nonliving things contain DNA

Living things have DNA and non-living things do not. However, some viruses contain DNA even though they are not technically living organisms. Read more: Virus

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Living things breathe and eat. Non-living things don’t breathe and don’t eat.

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How to Write the University of California Essays 2023-2024

The University of California (UC) school system is the most prestigious state university system in the United States and includes nine undergraduate universities: UC Berkeley, UC San Diego, UCLA, UC Santa Barbara, UC Santa Cruz, UC Davis, UC Riverside, UC Merced, and UC Irvine.

The University of California system has its own application portal, as well as its own deadline of November 30th—a full month before the Common Application is due. All nine universities use one application, so it is easy to apply to multiple UCs at the same time. 

The application requires you to answer four of eight personal insight questions, with a 350-word limit on each prompt. This may seem daunting at first, but we provide this guide to make the prompts more approachable and to help you effectively tackle them! 

University of California Application Essay Prompts

Note: There is only one application for all the UC schools, so your responses will be sent to every University of California school that you apply to. You should avoid making essays school-specific (unless you are applying to only one school).

You might want to start by deciding which four of the eight prompts you plan on answering. The eight prompts are:

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.

2. every person has a creative side, and it can be expressed in many ways: problem-solving, original and innovative thinking, and artistically, to name a few. describe how you express your creative side., 3. what would you say is your greatest talent or skill how have you developed and demonstrated that talent over time, 4. describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced., 5. describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. how has this challenge affected your academic achievement, 6. think about an academic subject that inspires you. describe how you have furthered this interest inside and/or outside of the classroom., 7. what have you done to make your school or your community a better place, 8. beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the university of california.

As you begin selecting prompts, keep the purpose of college essays at the forefront of your mind. College essays are the place to humanize yourself and transform your test scores, GPA, and extracurriculars into a living, breathing human with values, ambitions, and a backstory. If a specific prompt will allow you to show a part of who you are that is not showcased in the rest of your application, start there. 

If nothing immediately jumps out at you, try dividing the prompts into three categories: “definites,” “possibilities,” and “avoids at all costs.” “Definites” will be prompts that quickly spark up a specific idea in you. “Possibilities” might elicit a few loose concepts, anecdotes, or structures. And “avoids” are prompts where you honestly cannot see yourself writing a convincing essay. Next, take your “definites” and “possibilities” and jot down your initial thoughts about them. Finally, look at all of your ideas together and decide which combination would produce the most well-rounded essay profile that shows who you are as an individual.

Of course, this is just one way to approach choosing prompts if you are stuck. Some students might prefer writing out a list of their values, identifying the most important ones in their life, then figuring out how to showcase those through the prompts. Other students select prompts based on what they are excited by or through freewriting on every prompt first. Do not feel constrained by any one method. Just remember:

• Do not rush into prompts at first glance (though trial writing can be very valuable!).
• Make sure that you consider potential ideas for many prompts before making final decisions, and ultimately write about the one with the most substance.
• The prompts you select should allow you to highlight what is most important to you.

Check out our video to learn more about how to write the UC essays!

The 8 UC Personal Insight Questions

“Leadership Experience” is often a subheading on student resumes, but that is not what admissions officers are asking about here. They are asking for you to tell them a specific story of a time when your leadership truly mattered. This could include discussing the policies you enacted as president of a school club or the social ties you helped establish as captain of a sports team, but this prompt also gives you the freedom to go past that.

Leaders are individuals with strong values, who mentor, inspire, correct, and assist those around them. If you don’t feel like you’ve ever been a leader, consider the following questions:

• Have you ever mentored anyone? Is there anyone younger than you who would not be the person they are today without you?
• Have you ever taken the initiative? When and why did it matter?
• Have you ever been fundamental to positive change in the world—whether it be on the small scale of positively impacting a family member’s life or on the large scale of trying to change the status of specific communities/identities in this world?
• Have you ever stood up for what’s right or what you believe in?

Leadership is a concept that can be stretched, bent, and played with, but at the end of the day, the central theme of your essay must be leadership. Keeping this in mind, after your first draft, it can be helpful to identify the definition of leadership that you are working with, to keep your essay cohesive. This definition doesn’t need to appear within the essay (though, if you take on a more reflective structure, it might). Some examples of this include “being a positive role model as leadership,” “encouraging others to take risks as leadership,” and “embracing my identities as leadership.”

Here are some examples of how a leadership essay might look:

• You’ve always loved learning and challenging yourself, but when you got to high school it was clear that only a certain type of student was recommended to take AP classes and you didn’t fit into that type. You presented a strong case to the school counselors that you were just as prepared for AP classes as anyone else, enrolled in your desired classes, and excelled. Since then, AP classes have become more diversified at your school and there has even been a new inclusion training introduced for your district’s school counselors. 
• When you were working as a camp counselor, the art teacher brought you two of your campers who were refusing to get along. To mediate the conflict, you spent long hours before bed talking to them individually, learning about their personal lives and family situation. By understanding where each camper came from, you were better equipped to help them reach a compromise and became a role model for both campers.
• As a member of your school’s Chinese organization, you were driven by your ethnic heritage to devote your lunch breaks to ensuring the smooth presentation of the Chinese culture show. You coordinated the performers, prepared refreshments, and collected tickets. You got through a great performance, even though a performer didn’t show and some of the food was delivered late. You weren’t on the leadership board or anything, but exhibited serious leadership, as both nights of the culture show sold out and hundreds of both Chinese and non-Chinese people were able to come together and celebrate your culture.

Like the last prompt, this prompt asks about a specific topic—creativity—but gives you wiggle room to expand your definition of that topic. By defining creativity as problem-solving, novel thinking, and artistic expression, this prompt basically says “get creative in how you define creativity!” 

Additionally, this broad conception of creativity lets you choose if you want to write about your personal life or your academic life. A robotics student could write about their love of baking on the weekends or their quick thinking during a technical interview. A dance student could write about their love of adapting choreography from famous ballets or their innovative solution to their dance team’s lack of funds for their showcase. You have space to do what you want!

That said, because this prompt is so open, it is important to establish a focus early on. Try thinking about what is missing from your application. If you are worried that your application makes you seem hyper-academic, use this prompt to show how you have fun. If you are worried that you might be appearing like one of those students who just gets good grades because they have a good memory, use this prompt to show off your problem-solving skills.

Also, keep in mind that you don’t have to describe any skill in creative pursuits as you answer this prompt. The prompt asks you how you express your “creative side,” alluding to creative instinct, not creative talent. You could write about how you use painting to let out your emotions—but your paintings aren’t very good. You could write about dancing in the shower to get excited for your day—but one time you slipped and fell and hurt your elbow. Experiences like these could make for a great reflective essay, where you explore the human drive towards creative expression and your acceptance that you personally don’t have to be creatively inclined to let out creative energy.

Some examples:

• A math student writing about a time they devised a non-textbook method to proving theorems 
• A creative writer describing how they close-read the ups-and-downs of classical music as an attempt to combat writers’ block and think of emotional trajectories for new stories
• An engineering student writing about cooking as a creative release where numbers don’t matter and intuition supersedes reason
• A psychology student writing about the limitations of quantitative data and describing a future approach to psychology that merges humanism and empiricism.

This is the kind of prompt where an answer either pops into your head or it doesn’t. The good news is that you can write a convincing essay either way. We all have great talents and skills—you just might have to dig a bit to identify the name of the talent/skill and figure out how to best describe it.

Some students have more obvious talents and skills than others. For example, if you are intending to be a college athlete, it makes sense to see your skill at your sport as your greatest talent or skill. Similarly, if you are being accepted into a highly-selective fine arts program, painting might feel like your greatest talent. These are completely reasonable to write about because, while obvious, they are also authentic! 

The key to writing a convincing essay about an obvious skill is to use that skill to explore your personality, values, motivations, and ambitions. Start by considering what first drew you to your specialization. Was there a specific person? Something your life was missing that painting, hockey, or film satisfied? Were you brought up playing your sport or doing your craft because your parents wanted you to and you had to learn to love it? Or choose to love it? What was that process like? What do these experiences say about you? Next, consider how your relationship with your talent has evolved. Have you doubted your devotion at times? Have you wondered if you are good enough? Why do you keep going? On the other hand, is your talent your solace? The stable element in your life? Why do you need that?

The key is to elucidate why this activity is worth putting all your time into, and how your personality strengths are exhibited through your relationship to the activity. 

Do not be put off by this prompt if you have not won any big awards or shown immense talent in something specific. All the prompt asks for is what you think is your greatest talent or skill. Some avenues of consideration for other students include:

• Think about aspects of your personality that might be considered a talent or skill. This might include being a peacemaker, being able to make people laugh during hard times, or having organization skills.
• Think about unique skills that you have developed through unique situations. These would be things like being really good at reading out loud because you spend summers with your grandfather who can no longer read, knowing traffic patterns because you volunteer as a crossing guard at the elementary school across the street that starts 45 minutes before the high school, or making really good pierogi because your babysitter as a child was Polish.
• Think about lessons you have learned through life experiences. A military baby might have a great skill for making new friends at new schools, a child of divorce might reflect on their ability to establish boundaries in what they are willing to communicate about with different people, and a student who has had to have multiple jobs in high school might be talented at multitasking and scheduling. 

Make sure to also address how you have developed and demonstrated your selected talent. Do you put in small amounts of practice every day, or strenuous hours for a couple of short periods each year? Did a specific period of your life lead to the development of your talent or are you still developing it daily? 

The purpose of college essays is to show your values and personality to admissions officers, which often includes exploring your past and how it informs your present and future. With a bit of creativity in how you define a “talent or skill,” this prompt can provide a great avenue for that exploration. 

This prompt offers you two potential paths—discussing an educational opportunity or barrier. It is important that you limit yourself to one of these paths of exploration to keep your essay focused and cohesive. 

Starting with the first option, you should think of an educational opportunity as anything that has added value to your educational experience and better prepared you for life and your career. Some examples could include:

• participation in an honors program
• enrollment in an academy geared toward your future profession
• a particularly enlightening conversation with a professional or teacher
• joining a cultural- or interest-based student coalition
• plenty of other opportunities

The phrasing “taken advantage of” implies the admissions committee’s desire for students who take the initiative. Admissions officers are more interested in students who sought out opportunities and who fought to engage with opportunities than students who were handed things. For example, a student who joined a career-advancement afterschool program in middle school could write about why they were initially interested in the program—perhaps they were struggling in a specific subject and didn’t want to fall behind because they had their sights set on getting into National Junior Honor Society, or their friend mentioned that the program facilitated internship opportunities and they thought they wanted to explore therapy as a potential career path.

On the other hand, if an opportunity was handed to you through family connections or a fortuitous introduction, explore what you did with that opportunity. For example, if a family member introduced you to an important producer because they knew you were interested in film, you could write about the notes you took during that meeting and how you have revisited the producer’s advice and used it since the meeting to find cheap equipment rentals and practice your craft.

If you choose to write about educational barriers you have faced, consider the personal characteristics and skills you called upon to overcome the challenge. How did the process of overcoming your educational barrier shape you as a person? What did you learn about yourself or the world? An added plus would be talking about passing it forward and helping those in your purview obtain the knowledge you did from your experiences.

Some examples of educational barriers could include:

• limited access to resources, materials, technology, or classes
• lacking educational role models
• struggles with deciding on a passion or career path
• financial struggles

One example of an interesting essay about educational barriers:

As a student at a school that did not offer any honors classes, you enrolled in online lectures to learn the subject you were passionate about — Human Geography. Afterward, you spoke to your school administrators about high-achieving students needing higher-level courses, and they agreed to talk to the local community college to start a pipeline for students like you.

Either way that you take this prompt, it can be used to position yourself as motivated and driven—exactly the type of student admissions officers are looking for!

This prompt is three-pronged. You must 1) identify a challenge 2) describe the steps you have taken to overcome the challenge and 3) connect the challenge to your academic achievement.

When approaching this prompt, it is best to consider these first and third aspects together so that you identify a challenge that connects to your academic life. If you simply pick any challenge you have experienced, when you get to the third part of the prompt, you may have to stretch your essay in ways that are unconvincing or feel inauthentic.

That said, remember that “academic achievement” reaches far beyond grades and exams. It can include things like:

• Deciding your career goals
• Balancing homework, jobs, and social/familial relationships
• Having enough time to devote to self-care
• Figuring out how you study/learn best
• Feeling comfortable asking for help when you need it

You should begin brainstorming challenges and hardships that you have experienced and overcome. These could include financial hardships, familial circumstances, personal illness, or learning disabilities. Challenges could also be less structural—things like feeling like you are living in a sibling’s shadow, struggles with body image, or insecurity. While it is important that your challenge was significant, it matters much more that you discuss your challenge with thoughtful reflection and maturity.

Some ways to take this prompt include:

• Writing about how overcoming a challenge taught you a skill that led to academic success — for example, a high-achieving student who struggles with anxiety was forced to take time off from school after an anxiety attack and learned the importance of giving oneself a break
• Writing about a challenge that temporarily hindered your academic success and reflecting on it — for example, a student who experienced a death in the family could have had a semester where they almost failed English because reading led to negative thought spirals instead of plot retention
• Writing about how a challenge humbled you and gave you a new perspective on your academics — for example, a student with a part-time job who helps support her family missed a shift because she was studying for a test and realized that she needed to ask her teachers for help and explain her home situation

As you describe the steps you have taken to overcome your selected challenge, you will want to include both tangible and intangible steps. This means that you will need to discuss your emotions, growth, and development, as well as what you learned through overcoming the challenge. Was your challenge easy to overcome or did it take a few tries? Do you feel you have fully overcome your challenge or is it a work in progress? If you have fully overcome the challenge, what do you do differently now? Or do you just see things differently now? If you were to experience the same challenge again, what would you have learned from before?

Here are some detailed examples:

• Your parents underwent a bitter, drawn-out divorce that deeply scarred you and your siblings, especially your little brother who was attending elementary school at the time. He was constantly distraught and melancholy and seemed to be falling further and further behind in his schoolwork. You took care of him, but at the cost of your grades plummeting. However, through this trial, you committed yourself to protecting your family at all costs. You focused on computer science in high school, hoping to major in it and save up enough money for his college tuition by the time he applies. Through this mission, your resolve strengthened and reflected in your more efficient and excellent performance in class later on.
• Your race was the most significant challenge you faced growing up. In school, teachers did not value your opinion nor did they believe in you, as evidenced by their preferential treatment of students of other races. To fight back against this discrimination, you talked to other students of the same race and established an association, pooling together resources and providing a supportive network of people to others in need of counseling regarding this issue.

The first step for approaching this prompt is fun and easy—think about an academic subject that inspires you. This part of the essay is about emotional resonance, so go with your gut and don’t overthink it. What is your favorite subject? What subject do you engage with in the media in your free time? What subject seeps into your conversations with friends and family on the weekends?

Keep in mind that high school subjects are often rather limited. The span of “academic subjects” at the university level is much less limited. Some examples of academic subjects include eighteenth-century literature, political diplomacy, astronomy, Italian film and television, botany, Jewish culture and history, mobile robotics, musical theater, race and class in urban environments, gender and sexuality, and much more.

Once you’ve decided what subject you are most interested in and inspired by, think about a tangible example of how you have furthered your interest in the subject. Some common ways students further their interests include:

• Reading about your interest
• Engaging with media (television, film, social media) about your interest
• Volunteering with organizations related to your interest
• Founding organizations related to your interest
• Reaching out to professionals with your academic interest
• Using your interest in interdisciplinary ways
• Research in your field of interest
• Internships in your field of interest

While you should include these kinds of tangible examples, do not forget to explain how your love for the subject drives the work you do, because, with an essay like this, the why can easily get lost in describing the what . Admissions officers need both.

A few examples:

• You found your US government class fascinatingly complex, so you decided to campaign for a Congressional candidate who was challenging the incumbent in your district. You canvassed in your local community, worked at the campaign headquarters, and gathered voter data whilst performing various administrative duties. Though the work was difficult, you enjoyed a sense of fulfillment that came from being part of history.
• Last year you fell in love with the play Suddenly Last Summer and decided to see what career paths were available for dramatic writing. You reached out to the contact on your local theater’s website, were invited to start attending their guest lecturer series, and introduced yourself to a lecturer one week who ended up helping you score a spot in a Young Dramatic Writers group downtown.
• The regenerative power of cells amazed you, so you decided to take AP Biology to learn more. Eventually, you mustered up the courage to email a cohort of biology professors at your local university. One professor responded, and agreed to let you assist his research for the next few months on the microorganism C. Elegans.
• You continued to develop apps and games even after AP Computer Science concluded for the year. Eventually, you became good enough to land an internship at a local startup due to your self-taught knowledge of various programming languages.

With regards to structure, you might try thinking about this essay in a past/present/future manner where you consider your past engagement with your interest and how it will affect your future at a UC school or as an adult in society. This essay could also become an anecdotal/narrative essay that centers around the story of you discovering your academic interest, or a reflective essay that dives deep into the details of why you are drawn to your particular academic subject.

Whatever way you take it, try to make your essay unique—either through your subject matter, your structure, or your writing style!

College essay prompts often engage with the word “community.” As an essay writer, it is important to recognize that your community can be as large, small, formal, or informal as you want it to be. Your school is obviously a community you belong to, but your local grocery store, the nearby pet adoption center you volunteer at, your apartment building, or an internet group can also be communities. Even larger social groups that you are a part of, like your country or your ethnicity, can be a community. 

The important part of your response here is not the community you identify with but rather the way you describe your role in that community. What do you bring to your community that is special? What would be missing without you?

Some responses could include describing how you serve as a role model in your community, how you advocate for change in your community, how you are a support system for other community members, or how you correct the community when it is veering away from its values and principles.

Here are some fleshed-out examples of how this essay could take shape, using the earlier referenced communities:

• A student writes about the local grocery store in his neighborhood. Each Sunday, he picks up his family’s groceries and then goes to the pharmacy in the back to get his grandmother’s medication. The pharmacist was a close friend of his grandmother’s when she was young, so the student routinely gives the pharmacist a detailed update about his grandmother’s life. The student recognizes the value in his serving as a link to connect these two individuals who, due to aging, cannot be together physically.
• An animal-loving student volunteers one Saturday each month at the pet adoption center in their city’s downtown district. They have always been an extremely compassionate person and view the young kittens as a community that deserves to be cared for. This caring instinct also contributes to their interactions with their peers and their desire to make large-scale positive social change in the world.

Your response to this prompt will be convincing if you discuss your underlying motives for the service you have done, and in turn, demonstrate the positive influence you have made. That said, do not be afraid to talk about your actions even if they did not produce a sweeping change; as long as the effort was genuine, change is change, no matter the scale. This essay is more about values and reflection than it is about the effects of your efforts.

Lastly, if you are discussing a specific service you did for your community, you might want to touch on what you learned through your service action or initiative, and how you will continue to learn in the future. Here are a few examples:

• Passionate about classical music, you created a club that taught classical and instrumental music at local elementary schools. You knew that the kids did not have access to such resources, so you wanted to broaden their exposure as a high school senior had done for you when you were in middle school. You encouraged these elementary schoolers to fiddle with the instruments and lobbied for a music program to be implemented at the school. Whether the proposal gets approved or not, the kids have now known something they might never have known otherwise.
• Working at your local library was mundane at times, but in the long run, you realized that you were facilitating the exchange of knowledge and protecting the intellectual property of eminent scholars. Over time, you found ways to liven up the spirit of the library by leading arts and crafts time and booking puppet shows for little kids whose parents were still at work. The deep relationships you forged with the kids eventually blossomed into a bond of mentorship and mutual respect.

Be authentic and humble in your response to this essay! Make sure it feels like you made your community a better place because community is a value of yours, not just so that you could write about it in a college essay.

This is the most open-ended any question can get. You have the freedom to write about anything you want! That said, make sure that, no matter what you do with this prompt, your focus can be summarized into two sentences that describe the uniqueness of your candidacy.

The process we recommend for responding to open-ended prompts with clarity involves the following steps:

1. On a blank piece of paper, jot down any and every idea — feelings, phrases, and keywords — that pop into your head after reading this prompt. Why are you unique?

2. Narrow your ideas down to one topic. The two examples we will use are a student writing about how her habit of pausing at least five seconds before she responds to someone else’s opinion is emblematic of her thoughtfulness and a student whose interest in researching the history of colonialism in the Caribbean is emblematic of their commitment to justice.

3. Outline the structure of your essay, and plan out content for an introduction, body paragraphs, and a conclusion.

4. Before you start writing your essay, write one or two sentences that summarize how you would like the admissions officers to perceive you based on this essay. These sentences will not be in your final product, but will help you to maintain a focus. For our examples, this would be something like “Natalie’s habit of gathering her thoughts before responding to other people’s opinions allows her to avoid undesired complications and miscommunications in her social interactions. This has not only helped her maintain strong relationships with all the staff members of the clubs she leads, but will also help her navigate the social environments that she will face in the professional world.” A summary for the student writing about their interest in the history of colonialism could be “Jonathan has always been highly compassionate and sympathetic by nature. When they found out about the historical injustices of colonialism in the Caribbean through the book The Black Jacobins , they realized that compassion is what is missing from politics. Now, they are inspired to pursue a political science degree to ultimately have a political career guided by compassion.”

5. Finally, write an essay dedicated to constructing the image you devised in step 4. This can be achieved through a number of different structures! For example, Natalie could use an anecdote of a time when she spoke too soon and caused someone else pain, then could reflect on how she learned the lesson to take at least five seconds before responding and how that decision has affected her life. Jonathan could create an image of the future where they are enacting local policies based on compassion. It is important to keep in mind that you do not want to be repetitive, but you must stay on topic so that admissions officers do not get distracted and forget the image that you are attempting to convey.

As exemplified by the examples we provided, a good way to approach this prompt is to think of a quality, value, or personality trait of yours that is fundamental to who you are and appealing to admissions officers, then connect it to a specific activity, habit, pet peeve, anecdote, or another tangible example that you can use to ground your essay in reality. Use the tangible to describe the abstract, and convince admissions officers that you would be a valuable asset to their UC school!

Where to Get Your UC Essays Edited

With hundreds of thousands of applicants each year, many receiving top scores and grades, getting into top UC schools is no small feat. This is why excelling in the personal-insight questions is key to presenting yourself as a worthwhile candidate. Answering these prompts can be difficult, but ultimately very rewarding, and CollegeVine is committed to helping you along that journey. Check out these UC essay examples for more writing inspiration.

If you want to get your essays edited, we also have free peer essay review , where you can get feedback from another student. You can also improve your own writing skills by editing other students’ essays.

You can also receive expert essay review by advisors who have helped students get into their dream schools. You can book a review with an expert to receive notes on your topic, grammar, and essay structure to make your essay stand out to admissions officers. Haven’t started writing your essay yet? Advisors on CollegeVine also offer  expert college counseling packages . You can purchase a package to get one-on-one guidance on any aspect of the college application process, including brainstorming and writing essays.

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