WGU C190 Biology
Authored by Heather Scalf
Biology
9th Grade - University
NGSS covered
Used 241+ times
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About
This quiz comprehensively covers fundamental biology concepts appropriate for high school and introductory college levels, spanning grades 9-13. The questions assess students' understanding across multiple core areas including cellular and molecular biology, genetics, evolution, and biochemistry. Students need mastery of atomic structure and chemical bonding to understand biological molecules, knowledge of cellular processes like photosynthesis and cellular respiration, familiarity with cell division mechanisms (mitosis and meiosis), and understanding of evolutionary principles including natural selection and population genetics. The content requires students to analyze biological scenarios, identify molecular components and their functions, distinguish between different cellular processes, and apply evolutionary concepts to real-world examples. This represents the sophisticated biological reasoning expected of students preparing for advanced study in the life sciences. Created by Heather Scalf, a Biology teacher in the US who teaches grades 9-13. This comprehensive assessment tool serves multiple instructional purposes, from formative assessment during unit instruction to summative evaluation of student mastery across major biology topics. Teachers can deploy individual questions as warm-up activities to activate prior knowledge, use question clusters for focused review sessions on specific topics like cellular respiration or cell division, or assign the complete quiz as homework to reinforce learning. The varied question formats and real-world applications make this particularly valuable for identifying misconceptions and guiding remediation efforts. This quiz aligns with Next Generation Science Standards including HS-LS1-5 (cellular basis of life), HS-LS1-7 (cellular respiration and photosynthesis), HS-LS3-2 (inheritance patterns), and HS-LS4-2 (natural selection), supporting comprehensive coverage of essential life science learning objectives.
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34 questions
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1.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
A gardener maintains a species of rose that produce either yellow flowers (the dominant phenotype) or white flowers (the recessive phenotype). One day, the gardener observes that a cross between two yellow rose bushes has led to a single rose bush with orange flowers.
What evolutionary mechanism is involved in the change in the gene pool of this species?
Mutation
Gene flow
Genetic drift
Artificial selection
Tags
NGSS.HS-LS3-2
NGSS.HS-LS4-2
2.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Which item is an atom?
Carbon dioxide
Nitrogen
Sucrose
Methane
3.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Which item would be classified as biotic?
Light
Wind
Temperature
Fungus
4.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Male peacocks compete with one another to mate female peacocks. Males with more colorful tail feathers attract female mates at a higher rate than those without. Therefore, male peacocks have colorful tail feathers, whereas female peacocks do not.
What is this an example of?
Sexual selection
Artificial selection
Gene flow
Genetic drift
Tags
NGSS.HS-LS4-2
NGSS.HS-LS4-4
5.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Largemouth bass have recently been introduced into ponds that previously did not contain any large, predatory fish.
Which adaptation would help the existing population of small, prey species of fish avoid predation from the largemouth bass?
Fins with smaller surface areas
Faster average swim speed
More noticeable body coloration
More time actively foraging for food each day
Tags
NGSS.HS-LS4-2
NGSS.HS-LS4-4
6.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Which of these is an output of the light-dependent reaction of photosynthesis?
ATP
NADH
Glucose
Water
Tags
NGSS.HS-LS1-5
7.
MULTIPLE CHOICE QUESTION
1 min • 1 pt
Which molecule is an input to the Calvin-Benson cycle?
Carbon dioxide
Oxygen
Sugar
Water
Tags
NGSS.HS-LS2-5
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